Emergent literacy and its relationship with the family environment in Preparatory-level children: a case study in urban-marginal areas of Guayaquil
DOI:
https://doi.org/10.64747/y8tvx782Keywords:
emergent literacy, family environment, early childhood education, home reading, educational inequityAbstract
This study examines the relationship between emergent literacy and the family environment in Preparatoria-level children from Parroquia Ximena, Guayaquil (Ecuador), an urban-marginal area marked by social vulnerability. A mixed-methods approach with a qualitative emphasis was applied to assess 60 children and their families through standardized scales, semi-structured interviews, and non-participant observations. Quantitative findings revealed positive correlations between parental education, availability of children’s books, and shared reading frequency with key indicators such as letter recognition and phonological awareness. Qualitative analysis highlighted the influence of parental educational beliefs, communicative routines, and household material conditions on emergent literacy development. Structural barriers limiting school engagement were also identified. The study concludes that strengthening school-family partnerships through culturally contextualized family literacy programs is essential to promote equitable learning in early childhood education.
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Copyright (c) 2025 Yessica Beiruth Patiño Guzmán, Lourdes Beatriz Sarmiento Chávez, Lorena del Rosario Yong Torres, Teonila Frida Merchán Chávez (Autor/a)
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