Analysis of Factors Influencing Parental Knowledge Enhancement and the Development of Reading Culture in Children: A Phenomenological Study

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.