THE ROLE OF PARENTS IN BUILDING A HOME LITERACY ENVIRONMENT (HLE) IN EARLY CHILDHOOD : DESCRIPTIVE QUALITATIVE STUDY
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no2.a11846Keywords:
Home Literacy Environment, role of parents, early childhood literacy, family literacy environmentAbstract
Home Literacy Environment (HLE) is one of the important factors in supporting the development of early childhood literacy. However, studies on HLE in areas with urban rural mix characteristics are still limited, even though the context provides a more diverse picture of family literacy practices and can enrich the global literature. This study aims to analyze the role of parents in building a Home Literacy Environment (HLE) in early childhood in Pancawati Village, Bogor Regency. The study used a descriptive qualitative approach by involving three parents (n = 3) as participants. Data was collected through in depth interviews, observations, and documentation, then analyzed using NVivo 12 software assisted thematic analysis through coding, theme grouping, and data visualization. Four interconnected themes emerged from the analysis: parents as literacy mediators beyond resource provision, literacy embedded in everyday family routines, digital media as a dual literacy affordance, and adaptive literacy practices responsive to children's emotional readiness. The findings indicate that HLE quality was shaped less by the quantity of literacy resources than by sustained, responsive parent child interactions and verbal mediation. Digital media functioned neither inherently as a literacy resource nor as a distraction; its role depended on parental mediation, content selection, time regulation, and parent child interaction. These findings conceptualize HLE as an adaptive, interaction driven literacy ecosystem and offer implications for culturally responsive family literacy programs in diverse socio cultural contexts. Parents also apply various strategies, such as learning while playing, storytelling, utilizing educational digital media, and adapting learning activities to the children's emotional readiness. The main findings of the study show that the quality of interaction between parents and children, especially through verbal mentoring, warm communication, and active involvement in literacy activities, determines the success of HLE more than the availability of literacy facilities at home. Theoretically, this research strengthens the ecological perspective that places parent-child interaction at the core of the formation of a literacy environment at home. Practically, the results of this study provide implications for the development of family literacy programs and strengthening the capacity of parents in supporting the development of early childhood literacy in various socio cultural contexts.
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