Preschool Children in Book-Reading Situations with Parents: The Perspective of Personal Agency Theory

Peter Gavora


This study reports on how parents view their child’s contributions to home reading situations. The core of the study concerns characteristics of home reading sessions as routine institutional practices of the family in which parent–child book-reading processes are conducted. The sample consisted of 21 parents who were individually interviewed about their home reading with their preschool-age children. The data show that in interactions over textual materials, parents and children employ a range of behaviors which on the child’s part have agentic qualities. Within the data, six fundamental strategies employed by the children were identified: (1) book selection, (2) monitoring reading, (3) commenting, (4) questioning, (5) expanding, and (6) reading-time negotiation. All of these show that children can initiate and perform purposeful actions in order to achieve goals that they value. This testifies to the possession of agency on the part of the child.

Klíčová slova

preschool child, home literacy, reading, agency, agentic behavior

Celý článek:

PDF (English)


Zobrazit literaturu Skrýt literaturu

Baker, C. E. (2013). Fathers' and mothers' home literacy involvement and children's cognitive and social emotional development: Implications for family literacy programs. Applied Developmental Science, 17(4), 184–197. | DOI 10.1080/10888691.2013.836034

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9) 1175–1184. | DOI 10.1037/0003-066X.44.9.1175

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. | DOI 10.1146/annurev.psych.52.1.1

Clay, M. M. (2000). Concepts about print: What have children learned about the way we print language. London: Heinemann.

Duursma, E. (2014). Parental bookreading practices among families in the Netherlands. Journal of Early Childhood Literacy, 14(4), 435–458. | DOI 10.1177/1468798414523025

Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. | DOI 10.1037/0022-0663.100.2.252

James, A. (1996). Childhood identities. Edinburgh: Edinburgh University Press.

James, A., & Prout, A. (Eds.). (1990). Constructing and reconstructing childhood. Contemporary issues in the sociological study of childhood. London: Falmer.

Justice, L. M., Weber, S. E., Ezell, H. K., & Bakeman, R. (2002) A sequential analysis of children's responsiveness to parental print references during shared book-reading interactions. American Journal of Speech-Language Pathology, 11(1), 30–40. | DOI 10.1044/1058-0360(2002/004)

Lee, N. (1998). Towards immature sociology. The Sociological Review, 46(3), 458–482. | DOI 10.1111/1467-954X.00127

Lonigan C. J. (Ed.) (2004). Emergent literacy skills and family literacy. Mahwah, NJ: Lawrence.

Mayall, B. (2010). Towards a sociology for childhood. Maidenhead: Open University Press.

Melissa-Halikiopoulou, C., & Natsiopolou, T. (2008). Mothers reading children's books to preschoolers. A Greek study. International Journal of Caring Sciences, 1(2), 74–78.

Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11(4), 495–513. | DOI 10.1016/S0885-2006(96)90019-8

Neuman, S. B. (1989). The impact of different media on children's story comprehension. Reading Research and Instruction, 28(4), 38–47. | DOI 10.1080/19388078909557985

Qvortrup, J. (1994). Childhood matters: An introduction. In J. Qvortrup et al. (Eds.) Childhood matters: Social theory, practice and politics. Aldershot: Avebury Press.

Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48(2), 345–359.

Russ, S., Perez, V., Garro, N., et al. (2007). Reading across the nation: A chartbook. Boston, MA: Reach Out and Read National Center.

Smith. A. B. (2007). Children and young people's participation rights in education. International Journal of Children's Rights, 15(1), 147–164. | DOI 10.1163/092755607X181739

Uprichard, E. (2008). Children as "being and becomings": Children, childhood and temporality. Children and Society, 22(4), 303–313. | DOI 10.1111/j.1099-0860.2007.00110.x

Valentine, K. (2011). Accounting for agency. Children & Society, 25(5), 347–358. | DOI 10.1111/j.1099-0860.2009.00279.x

Varga, N. L., & Bauer, P. J. (2013). Effects of delays on 6-year-old children's self-generation and retention of knowledge through integration. Journal of Experimental Child Psychology, 115(2), 326–341. | DOI 10.1016/j.jecp.2013.01.008

Varga, N. L., Stewart, R. A., & Bauer, P. J. (2013). Integrating across episodes: Investigating the long-term accessibility of self-derived knowledge in 4-year-old children. Journal of Experimental Child Psychology, 145(1), 48–63. | DOI 10.1016/j.jecp.2015.11.015

Zimmerman, B., & Cleary, T. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skills. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.45–69). Greenwich, CT: Information Age Publishing.


Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

Časopis vydává čtyři čísla ročně.

ISSN 1803-7437 (print), ISSN 2336-4521 (online)