Towards the end of the project, I asked Sufana, do you like She ‘What doing?’ answered (pointing to the story sack): love to play there with stories and dolls. I love ‘I the iPad. I love to watch stories. I love stories, and every day I see it. I love drawing there (pointing to the Art Corner).’ Fares Fares is three years and three months old. He lives with his parents and four siblings, and he is the youngest. His father works in another city and comes home at the weekends and holidays. His mother works as a secretary. The average monthly family’s income is £1,500, which makes the family relatively low-income. parents supported his reading before the project, as his mother reported: Fares’ I did read but not much... Once in two from a story that I already knew week… from my head. In the three weeks of observing Fares before the project, he took part, overall, in different activities except reading. For example: In the beginning, Fares chose to visit the Family Corner to do his haircut. He left the corner at 9:20 to go to the Art Corner to paint his Then at 9:40, hand’s shape. he moved to the Mosque Corner, and at 9:55, he went back to the Family Corner (Field notes, February 2014). During the project, I noticed that Fares went to the Library Corner often and participated much more in literacy-related activities. In the Library Corner, Fares was more interested in listening to stories on the iPad, as shown in my field notes: Fares entered the Library Corner at 9:17. He took the iPad and concentrated on reading stories on the iPad. He listened to, friend, the Little “My Hours,” “The Tiny and then to He listened to all three stories on the iPad Boy,” “Planet War.” from the beginning to the end. At 9:40 he moved to the Family Corner (Field notes, May 2014).
Towards the end of the project, I asked Sufana, ‘What do you like doing?’ She answered (pointing to the story sack): ‘I love to play there with stories and dolls. I love the iPad. I love to watch stories. I love stories, and every day I see it. I love drawing there (pointing to the Art Corner).’ Fares Fares is three years and three months old. He lives with his parents and four siblings, and he is the youngest. His father works in another city and comes home at the weekends and holidays. His mother works as a secretary. The family’s average monthly income is £1,500, which makes the family relatively low-income. Fares’ parents supported his reading before the project, as his mother reported: I did read but not much... Once in two week… from a story that I already knew from my head. In the three weeks of observing Fares before the project, he took part, overall, in different activities except reading. For example: In the beginning, Fares chose to visit the Family Corner to do his haircut. He left the corner at 9:20 to go to the Art Corner to paint his hand’s shape. Then at 9:40, he moved to the Mosque Corner, and at 9:55, he went back to the Family Corner (Field notes, February 2014). During the project, I noticed that Fares went to the Library Corner often and participated much more in literacy-related activities. In the Library Corner, Fares was more interested in listening to stories on the iPad, as shown in my field notes: Fares entered the Library Corner at 9:17. He took the iPad and concentrated on reading stories on the iPad. He listened to, “My friend, the Hours,” “The Little Tiny Boy,” and then to “Planet War.” He listened to all three stories on the iPad from the beginning to the end. At 9:40 he moved to the Family Corner (Field notes, May 2014).
Promoting%20Reading%20for%20Pleasure%20with%20Kindergarten%20Children%20in%20Saudi%20Arabia.docx