Abstract
Background. Reading habits established in early childhood not only enhance cognitive and academic abilities but are also acknowledged as a powerful means to improve health literacy and enable future generations to make well-informed life choices. Consequently, this study sought to explore the factors that influence how parents acquire knowledge to promote a reading culture among children under seven years old, to examine parents' experiences in embedding this culture, and to identify the elements impacting this process.
Methods. This qualitative study was conducted using the Colaizzi phenomenological method. The study population consisted of parents of children aged 4 to 7 who were members of public libraries in Razavi Khorasan Province. Data were collected through semi-structured interviews and analyzed in seven stages: transcription of interviews, extraction of key sentences, formulation of meaningful units, classification of units, extraction of main themes, comprehensive description, and validation of results.
Results. The findings revealed that the factors influencing parental knowledge enhancement and the development of reading culture fall into four main categories: cultural factors (such as cultural identity and family cultural development), demographic and participatory factors (including parents' education level, family financial status, and participation in cultural activities), political-social factors (such as government support and creating social value for reading), and economic factors (including family and societal economic conditions). Additionally, psychological factors (such as fostering a sense of ownership and calm in children), physical factors (such as designing suitable reading environments), innovative factors (such as the use of modern technologies), identity factors (such as strengthening children's individual and social identity), educational factors (such as teaching reading-related skills), and family factors (such as parental participation in reading and behavioral modeling) were identified as influential in developing a reading culture.
Conclusion. This study demonstrated that developing a reading culture in children requires a comprehensive approach that considers cultural, social, economic, and psychological dimensions. As the first educational environment, the family plays a key role in this process. Academic and cultural planning should involve families, educational institutions, and policymakers to create the groundwork for institutionalizing a reading culture.
Extended Abstract
Background
Reading culture, as one of the main pillars of cultural and educational development in societies, plays a significant role in individuals’ intellectual and social growth, especially children. The family, as the first social institution, has a profound impact on shaping children's reading habits. However, institutionalizing a reading culture in children requires parents’ awareness and active participation. This study aimed to investigate the factors influencing parental knowledge enhancement and the development of reading culture among children aged 4 to 7 in Razavi Khorasan Province. The research sought to understand parents' experiences in this process and identify key factors affecting the institutionalization of reading culture.
Methods
This qualitative study used the Colaizzi phenomenological method. The participants consisted of parents of children aged 4 to 7 who were members of public libraries in Razavi Khorasan Province. Data were collected through semi-structured interviews, during which parents answered questions about their experiences with implementing strategies to institutionalize reading culture and its impact on their attitudes and behaviors, as well as those of their children. The data analysis process included seven stages:
1. Transcribing interviews into text,
2. Extracting key sentences,
3. Formulating meaningful units,
4. Classifying units,
5. Extracting main themes,
6. Providing a comprehensive description,
7. Validating the results.
These steps helped the researcher understand parents' experiences and the factors influencing the development of reading culture.
Results
The findings revealed that the factors influencing parental knowledge enhancement and the development of reading culture in children fall into four main categories:
1. Cultural Factors: Family cultural identity, cultural background, and participation in cultural spaces were among the factors that positively influenced attitudes toward reading. Family cultural development was also strengthened through parents' familiarity with children's vocabulary, media literacy, and family interactions based on dialogue.
2. Demographic and Participatory Factors: Parents' education level, family economic status, and participation in cultural activities such as reading programs in kindergartens and schools. Parents who participated more in these activities were more successful at encouraging their children to read.
3. Political-Social Factors: Government support for parental education, especially for low-literacy families, and creating social value for reading were identified as influential factors.
4. Economic Factors: Family and societal economic conditions directly influence access to reading resources and the allocation of time and energy for reading.
Additionally, factors affecting the development of a reading culture include psychological factors (such as fostering a sense of ownership and calmness in children), physical factors (such as designing suitable reading environments), innovative factors (such as the use of modern technologies), identity factors (such as strengthening individual and social identity in children), educational factors (such as teaching reading-related skills), and family factors (such as parental participation in reading and behavioral modeling).
Conclusion
This study demonstrated that developing a reading culture in children requires a comprehensive approach that considers cultural, social, economic, and psychological dimensions. The family, as the first educational environment, plays a key role in this process. Academic and cultural planning should involve families, educational institutions, and policymakers to create the groundwork for institutionalizing a reading culture. The results of this research can assist cultural and educational policymakers in designing effective programs to promote reading culture in society.
Practical Implications of Research
The findings of this study show that fostering a reading culture among 4–7-year-old children requires a multifaceted approach. It is crucial to develop specialized educational programs for parents to improve their understanding of child-rearing practices and children's literature. Additionally, strengthening cultural infrastructure—such as creating child-friendly libraries, designing appealing reading spaces at home and in public areas, and using modern technology for content delivery—can be effective. The study also highlights the importance of collaborative efforts between schools, cultural organizations, and families through joint reading programs, creating social value around reading, and addressing psychological and environmental factors that influence children's interest in reading. These strategies, supported by policies aimed at low-income families, can help promote a sustainable reading culture in society.