THE INFLUENCE OF MOTHER’S CULTURAL CAPITAL ON DEVELOPMENT OF CHILD’S PRESCHOOL LITERACY IN BOOK READING ACTIVITY
The study aims to examine influence of mother’s cultural capital on development of child’s preschool literary in book reading activity. In this qualitative research, integrated multi-state pattern, a sub-model of case study pattern, was used. Sample group of the study was selected based on the criterion sampling method. Participants of the study consist of 6 Turkish families who live in Germany and have different level of education and socio-economy and their preschool children. In order to observe the process of mothers reading books orally for their children at home, unstructured laboratory study was used from among the types of observation. In the study, interviews were held with the mothers as well. During these interviews, opinions of mothers on book reading were obtained. The data obtained as a result of observation was analysed using the social sequence analysis method, while the data obtained from interviews with mothers was analysed using the descriptive analysis method. According to findings of the study, the method of book reading, which has an important role in preschool literacy development, varies by cultural capitals of the mothers. It is concluded that mothers who have a high cultural capital make better contribution to preschool literacy development of the child through book reading practice compared with mothers who have low cultural capital.
Preschool Literacy, Family Literacy, Cultural Capital, Book Reading, Turkish Families