Collaboration with parents and multiliteracy in early childhood education

Home-crèche collaboration and multiliteracy activities in crèches are underdeveloped. The COMPARE project launched by department of Humanities from the Faculty of Humanities, Education and Social Sciences at the University of Luxembourg aims to accompany 20 crèches in Luxembourg to help educators develop multiliteracy activities and collaboration with parents and children.

International assessment studies continue to show that children of ethnic minority background and low socioeconomic status are more likely to have poor literacy skills and weak academic achievements. Preliteracy skills are strong predictors of literacy development, and, therefore, it is essential that parents and early childhood educators engage children in literacy activities from an early age. In trilingual Luxembourg, the non-formal sector of early childhood underwent important changes. In 2017, a multilingual education programme was implemented, requiring educators to develop children’s skills in Luxembourgish, familiarise them with French and value their home languages. The programme builds on language education, partnership with parents and networking with various institutions. Currently, home-crèche collaboration and multiliteracy activities in crèches are underdeveloped.

Accompanying 20 crèches in Luxembourg

To help educators develop their understanding of the importance of literacy and collaboration, design multiliteracy activities, and establish partnerships, a project launched by the department of Humanities of the University of Luxembourg offers professional development to educators in 20 crèches. The researchers examine, firstly, the ways in which educators, parents and children engage in multiliteracy activities and adults establish home-crèche collaboration. Secondly, the pay close attention to influence of the multiliteracy practices and collaboration on the actors’ attitudes and literacy engagement.

Researching multiliteracy and collaboration with educators, parents and children

The mixed-method study uses questionnaires to identify the current state of partnerships and literacy practices as well as the educators’ and parents’ (changing) experiences of and perspectives on collaboration and multiliteracy.
The researchers also conduct a qualitative ethnographic study with observation, video-recording, interviews and documentation in three crèches to gain insights into multiliteracy practices and the establishment of partnerships. The findings should address research gaps in relation to partnership building at the micro-level, the engagement in multiliteracy activities of three-year-olds, their parents and educators, and the influence of collaboration and multiliteracy on attitudes and engagement. In addition, the study should contribute to the development of partnerships and multiliteracy in crèches and homes.

A project in collaboration with :

People related to this project

Similar projects

Diagnosing learning disabilities in multilingual contexts
The handbook “Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen” is the first result of a joint collaboration between the University of Luxembourg and the Centre pour le développement des apprentissages Grande-Duchesse Maria Teresa (CDA) and focuses on the results of a study of the (standardised) assessment tools currently used in Luxembourg to diagnose specific learning disorders. The results of the study are based on interviews and questionnaire data collected from practitioners at the local, regional and national levels.
Behavioural & Cognitive Sciences
How can emotions and multilingualism influence the school success of children with autism?
Children with Autism Spectrum Disorder (ASD) tend to have poorer school results than their capacities would predict. Why is that? What can we do to tackle this problem? The ASA project aims to address these questions.
Developing multilingual pedagogies in Early Childhood
A successful professional development track helped professionals implement multilingual education in early childhood in Luxembourg. MuLiPEC, a research project from the University of Luxembourg, enabled 46 teachers and educators to better understand multilingualism and language learning, and move from monolingual to multilingual practices.
An app to promote narration, language development and multilingualism in schools
in 2013, facing the lack of specific or systematic programmes to further the development of multiple languages in Luxembourg, researchers of the University of Luxembourg turned to the Ministry of Education. Together, the institutions decided to address the need for the development of innovative didactic methods to manage and capitalize on the diversity and heterogeneity in Luxembourgish schools.