Lärares lek och barns arbete

Kerstin Botö, Annika Lantz-Andersson, Cecilia Wallerstedt
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引用次数: 0

Abstract

The study emanates from the practice at the inter-section between subject-oriented activities and play in a preschool class. The focus on children’s early literacy development is grounded in two views: the bottom-up or phonics perspective (reading and writing primarily as a skill) and the top-down or whole language perspective (communicative function and meaning of written language). The aim is to explore how literacy activities are performed in a preschool class, specifically, how teachers and children interact in a literary activity where an educational TV-program is used as a teaching tool. Theoretically, the study is underpinned by a socio-cultural perspective on learning, and the data is comprised of video recordings of the classroom activities. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities, but becomes transformed into an interaction pattern akin to schooling, in which the phonicstradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the TV-program, while the children’s work develops into accomplishing a task.   Keywords: preschool class, early literacy development, educational television program, teacher-child interaction, play
本研究源自幼儿课堂主体活动与游戏互动的实践。对儿童早期读写能力发展的关注基于两种观点:自下而上或语音观点(阅读和写作主要作为一种技能)和自上而下或整体语言观点(书面语言的交际功能和意义)。本研究的目的是探讨识字活动如何在学前班中进行,特别是教师和儿童如何在以教育电视节目为教学工具的文学活动中进行互动。从理论上讲,该研究以社会文化视角为基础,数据由课堂活动的视频记录组成。分析的重点是如何通过基于学习和游戏的制度视角来构建互动。结果表明,游戏被引入到活动中,但变成了一种类似于学校教育的互动模式,在这种模式中,语音传统优先。在电视节目的启发下,教师们以一种有趣的方式构建活动框架,解决了游戏和工作之间的困境,而孩子们的工作则发展成完成任务。关键词:学前班;早期读写能力发展;教育电视节目
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