龍井鄉嬰幼兒家長對「Bookstart 閱讀起步走」方案的參與和回應

Abstract

Aiming at comprehending the concepts, attitudes and practices of the parents with infants and toddlers in Longjing Township on joint book reading, this study takes the Bookstart Project as the entering point to understand the opinions of the parents there on reading, their participation in the project, the evaluations towards the project, and the daily practice in joint book reading. Interviewees included two fathers and nine mothers from ten families, among which one family didn’t take part in the Bookstart Project. From October, 2007 to April, 2008, the families taking part in the Bookstart Project were respectively interviewed three times while the family not taking part in the project was interviewed twice, in which twenty-nine interview data were obtained totally. Among these families, the joint book reading practice of seven families was respectively observed once or twice, in which nine observation data were received. After transcription and encoding, the interview data were categorized into four topics, including the upbringing attitude and methods of parents, the reading experience and habits of parents, the progress of participating in the Bookstart Project, and the joint book reading practice of parents with infants and toddlers. In addition, after transcription and encoding, the observation data were employed to develop the categories and the sub-categories on the joint book reading strategies of parents as well as the joint book reading methods of infants and toddlers, and hence sort five interactive models for joint book reading of parents with infants and toddlers. According to the analysis results of the interview data, some parents in Longjing Township have possessed the concept of joint book reading of parents with infants and toddlers before taking part in the Bookstart Project, and joint book reading has been already a part of the daily life. These parents are not totally strange to early book reading. Based on different reasons and purposes, the parents in Longjing Township chose whether or not to take part in the Bookstart Project. Since the participants were different in participating degree, and their understanding and evaluation of the project were different, the interviewed parents could be generally classified into two types before participating in the project: the parents without the concept of joint book reading of parents with infants and toddlers and the parents already having the activities of joint book reading of parents with infants and toddlers. After the project terminated, the parents having no concept of joint book reading of parents with infants and toddlers formerly chose not to cultivate the reading habit of their children immediately; some of the parents formerly having the activities of joint book reading continued the original joint book reading activities and applied the information and resources that they learned from the parent education whereas some of them thought the project had little influence on their joint book reading activities at home and thus managed their joint book reading activities in their original way. The analysis of this investigation finds that parents electively accepted upbringing information according to their own upbringing concepts and reading attitudes, and they did not immediately change the concepts and methods because of this one-time parent education. Although parents were affirmative about the occurrence of the Bookstart Project, without the follow-up advertisements and relevant activity promotions, most resources, except the book, The Very Hungry Caterpillar, the most practically useful for parents, had been gradually forgotten until the investigators came to talk to the parents. Five interactive modes of joint book reading of these parents with their infants and toddlers are sorted from the observation data: parents initiating questions and the infants/toddlers responding; parents pointing and naming objects and the infants/toddlers repeating; parents looking at pictures to tell stories；infants/toddlers asking parents to name objects and the parents naming the objects; parents initiating questions but the infants/toddlers expressing opposite views. Finally, the researcher compares the research results with other relevant studies, discusses them, and provides suggestions for the Bookstart Project, local libraries, and future research.