Schleisman Scalia, Leann2018-03-142018-03-142017-12https://hdl.handle.net/11299/194552University of Minnesota Ph.D. dissertation.December 2017. Major: Education, Curriculum and Instruction. Advisor: Lori Helman. 1 computer file (PDF); xiv, 194 pages.Abstract The purpose of the study was to ascertain which human, material, and experiential resources supporting emergent literacy of children were present in the microsystems of some low-income families with children under the age of four. This mixed methods study used naturalistic inquiry as the primary strategic approach. Methods included home visits and conversations with parents; the Infant-Toddler Home Observation for Measurement of the Environment was used to assess the home environment. Bronfenbrenner’s Ecological Systems Theory was the theoretical framework; social constructivism was included in the discussion of findings and recommendations for action. The research questions addressed are 1) what do parents consider as human and material resources of their family that will support the literacy development of their young children 2) what resources, both human and material, are present in the microsystem of the very young child that the as supportive of literacy development in young children and 3) what resources, both human and material, are present in the microsystem of the very young child that may not be included in the literature yet could be supportive of literacy development in young children. Results challenged some stereotype images of low-income families related to literacy activities. Another finding was that while parents were actively engaged in communication with their young children they did not usually make the connection between developing literacy skills and a variety of family activities.enearly childhoodeducationemergent literacyliteracylow incometeacher educationThesis or Dissertation