Caregivers’ reading practices to promote literacy in a South African children’s home: Experiences and perceptions

摘要

BackgroundExposure to social trauma influences the psychosocial experiences of vulnerable children. This affects their positive development, consequentially resulting in poor scholastic progress. South Africa’s history of inequality and injustice has compounded the current social, educational and economic situation, highlighting the need for research on children in care. A paucity of published studies exists on caregiver facilitation of literacy skills among vulnerable populations in South African children’s homes. The purpose of this paper is to describe the reading practices that caregivers in one children’s home (orphanage) used to promote literacy development.