Journal of Early Childhood Literacy最新文献

Observers of the world: Primary grade students imagining solutions for broken environmental and social systems 世界的观察者小学生为破损的环境和社会系统寻找解决方案

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-12-19 DOI: 10.1177/14687984241307381

Margaret S Curwen, Amy Ardell, Laurie MacGillivray

{"title":"Observers of the world: Primary grade students imagining solutions for broken environmental and social systems","authors":"Margaret S Curwen, Amy Ardell, Laurie MacGillivray","doi":"10.1177/14687984241307381","DOIUrl":"https://doi.org/10.1177/14687984241307381","url":null,"abstract":"Systems thinking is a holistic framework recognizing the natural and human worlds as interconnected and interdependent. A systems thinking perspective using multimodal literacies can help children address current environmental, social, and economic problems. This qualitative case study captures the possibilities for young children’s expansive and sustained critical thinking across content areas. We asked how do teachers and students in a K-1 classroom apply a systems thinking view of the world’s interconnectedness using multimodal literacy practices to analyze problematic social and ecological issues? During a one-year period, data collection included classroom observations, photographs, student artifacts, and interviews with teachers and students analyzed through distinctions, systems, relationships, and perspectives (Cabrera and Colosi, 2008). We found that students made connections and explored relationships within and across complex systems, imagined solutions to broken systems, and developed as change agents. This article captures children’s ability to be agentive when facing “wicked problems.” These findings demonstrate the capacity of young children to make connections, see relationships, and wrestle with complex social and environmental issues as they develop imaginative solutions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"31 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Starting small: Engaging young learners with literacy through multilingual storytelling

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-12-09 DOI: 10.1177/14687984241303390

Sue Ollerhead, Gillian Pennington

{"title":"Starting small: Engaging young learners with literacy through multilingual storytelling","authors":"Sue Ollerhead, Gillian Pennington","doi":"10.1177/14687984241303390","DOIUrl":"https://doi.org/10.1177/14687984241303390","url":null,"abstract":"In Australian schools, approximately 20% of young children are emergent bilinguals, who are simultaneously developing their home languages while learning through English. While many teachers recognise the benefits of multilingual teaching approaches in culturally and linguistically diverse classrooms, there remains a significant level of uncertainty about how to enact them. These approaches depend heavily on teachers’ ability to leverage young learners’ cultural and linguistic funds of knowledge, as well as to apply pedagogies that engage the full range of their linguistic abilities. To effectively develop these strategies, many teachers require additional support. This paper presents a study in which researchers collaborated with a classroom teacher to initiate a multilingual storytelling project aimed at children aged six to seven. The objective was to explore the potential of multilingual storytelling to engage young emergent bilingual learners in early reading and writing activities. Our findings indicate that this pedagogical approach, rooted in the principles of translanguaging, significantly enhanced the students' engagement with literacy. By validating their home languages and cultural identities, the project provided strong support for their oral language development, demonstrating the effectiveness of integrating multilingual practices in the foundational years of education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"19 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Windows & mirrors but mostly windows: Early childhood administrators view on diverse books 窗户和镜子，但主要是窗户：幼儿教育管理者对多样化图书的看法

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-10-24 DOI: 10.1177/14687984241291378

Paige Averett, Madison Alexander, Anne Ticknor, Archana V Hegde, Lanie Philips Holmes

引用次数: 0

Book review: Toward a BlackBoyCrit pedagogy black boys: Male teachers, and early childhood classroom practices 书评：走向黑人男孩批判教学法：男教师和幼儿课堂实践

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-10-17 DOI: 10.1177/14687984241290690

Olivia Karaolis

引用次数: 0

Writing experiences in early childhood classrooms where children made higher language gains 在儿童语言能力提高较快的幼儿课堂上进行写作体验

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-28 DOI: 10.1177/14687984241289603

Clariebelle Gabas, Rachel E Schachter, Jamlick PO Bosire

{"title":"Writing experiences in early childhood classrooms where children made higher language gains","authors":"Clariebelle Gabas, Rachel E Schachter, Jamlick PO Bosire","doi":"10.1177/14687984241289603","DOIUrl":"https://doi.org/10.1177/14687984241289603","url":null,"abstract":"Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster teachers’ early writing practices, researchers have closely examined the nature of the writing instruction and experiences that occur in EC classrooms. In this multiple methods study, we capitalized on a purposeful sample of 30 classrooms where children demonstrated higher language gains to examine and describe how early writing experiences were implemented in these contexts. Using deductive and inductive approaches, we explored various characteristics of writing events that occurred, including the grouping format, activity setting, instructional foci, and teachers’ supportive strategies to understand how these characteristics worked together to shape teacher-child writing interactions. We found that the written product and instructional foci were linked to teachers’ use of specific strategies, which ultimately shaped children’s participation in writing, particularly children’s engagement with different components of writing (i.e., handwriting, spelling, and composing). Findings of this study provide important insight into the dynamic interplay of environmental, instructional, and interactional factors that shape writing instruction and experiences in EC classrooms.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"56 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud 初学双语的学龄前儿童在朗读中的语言和身体参与行为

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-24 DOI: 10.1177/14687984241286005

Sabrina F Sembiante, Kimberly Theophile, Mileidis Gort

{"title":"Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud","authors":"Sabrina F Sembiante, Kimberly Theophile, Mileidis Gort","doi":"10.1177/14687984241286005","DOIUrl":"https://doi.org/10.1177/14687984241286005","url":null,"abstract":"Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers’ micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align with prior engagement typologies. A phenomenological approach was implemented to examine EB preschool students’ moment-to-moment, multimodal forms of engagement across three video recorded RAs that consisted of 258 units of analysis. Findings reveal that EB preschoolers’ attentiveness and attention divergence during RA activities were showcased across a multimodal continuum but did not necessarily indicate disengagement or inattention. Opportunities for children’s contemplation were constrained by social and behavioral expectations of their compliance, and within less dialogic RAs, these expectations undermined children’s multimodal means of textual engagement in favor of their quiet, undivided display of attention. Findings have implications for recognizing the role of young children’s multimodal expression in supporting their engagement and interactions in RA in ways that may contribute to their developing reading skills and outcomes.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction 探索师范生在识字教学过程中对译语教学法的话语转变

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-14 DOI: 10.1177/14687984241277011

Faythe Beauchemin, Yueyang Shen, Geying Zhang

{"title":"Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction","authors":"Faythe Beauchemin, Yueyang Shen, Geying Zhang","doi":"10.1177/14687984241277011","DOIUrl":"https://doi.org/10.1177/14687984241277011","url":null,"abstract":"Although existing research describes how teacher candidates (TCs) have incorporated translanguaging pedagogies through practice-based assignments, little research closely examines how TCs engage in discursive shifts, or moment-to-moment linguistic decisions, in translanguaging pedagogies during literacy instruction in their field placement internships. Drawing on a larger study that utilized practitioner inquiry with an ethnographic approach, we analyzed TCs’ literacy instruction for their discursive shifts in which TCs and elementary students 1) engaged in translanguaging 2) spoke about named languages 3) attempted to draw upon multilingual students’ cultural and linguistic knowledges. Our analyses of TCs’ discursive shifts during translanguaging read-alouds showed that TCs employed more or less effective and affirming discursive shifts to position multilingual students as linguistic experts. TCs also employed certain discursive shifts that gave multilingual students more opportunities to share cultural and linguistic knowledge unknown to the TCs and peers than others. Lastly, TCs engaged in discursive shifts that provided multilingual students space to advocate for their linguistic, cultural and textual rights. We conclude by discussing the findings and sharing implications on developing effective and affirming uses of translanguaging pedagogies in literacy instruction.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translanguaging space through pointing gestures: Multilingual family literacy at a science museum 通过指向手势实现空间的语言转换：科学博物馆的多语言家庭扫盲

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-11 DOI: 10.1177/14687984241276290

Min-Seok Choi

{"title":"Translanguaging space through pointing gestures: Multilingual family literacy at a science museum","authors":"Min-Seok Choi","doi":"10.1177/14687984241276290","DOIUrl":"https://doi.org/10.1177/14687984241276290","url":null,"abstract":"Translanguaging theory highlights the dynamic use of multiple languages and communication modes by multilingual people in their daily experiences. Museums are informal family learning spaces where multilingual families use languages and other semiotic resources to create learning opportunities for their children. Using a microethnographic approach to discourse analysis and multimodal interaction analysis, I examined how a multilingual family uses translanguaging practices to organize their family learning in museums and the role of pointing gestures as part of their translanguaging repertoires in multilingual family learning. The analysis of two literacy events highlights that a child and his mother translanguaged with various semiotic resources to organize museum performances, joint attention, and telling, and that pointing gestures played a role in constructing a translanguaging space as they organized the two performances. Pointing involved the family in reading signage texts and allowed the mother to translate them for the child. Viewing translation as part of the translanguaging repertoire, this study recognizes the importance of the role of pointing gestures in constructing family learning at museums, enriching children’s schooling and literacy learning in classrooms. I argue that recognizing pointing as a critical component of translanguaging allows educators to develop strategies that leverage families’ unique repertoires to support multilingual students’ language and literacy learning.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"57 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Names y nombres: Names as gateways to biliteracy in multilingual early childhood classrooms 名称与姓名：名称是幼儿多语种课堂中通向双语教育的大门

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-07 DOI: 10.1177/14687984241276304

Leah Durán, Katie A Bernstein

引用次数: 0

Lessons learned from remote, early-literacy instruction 远程早期扫盲教学的经验教训

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-09-01 DOI: 10.1177/14687984241281206

Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney

{"title":"Lessons learned from remote, early-literacy instruction","authors":"Jill S. Jones, Jill F. Grifenhagen, Stephen McKinney","doi":"10.1177/14687984241281206","DOIUrl":"https://doi.org/10.1177/14687984241281206","url":null,"abstract":"The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"24 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142118030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0