Journal of Early Childhood Literacy最新文献

“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition “那个故事提醒你要保持清醒”：对一年级学生混合体裁作品的多模态分析

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-04-23 DOI: 10.1177/14687984251337368

Stephanie F Reid, Lindsey Moses, Danielle Rylak

{"title":"“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition","authors":"Stephanie F Reid, Lindsey Moses, Danielle Rylak","doi":"10.1177/14687984251337368","DOIUrl":"https://doi.org/10.1177/14687984251337368","url":null,"abstract":"This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary school is located in the southwestern United States. This multimodal analysis examined the visual and verbal semiotic resources that Regan used to construct her text and explored the meaning potentials of her semiotic choices. Findings show how the linguistic aspects of this first-grade text blended informational, persuasive, and personal narrative genres within an overarching nonfiction text structure. When creating her illustrations, Regan remixed design features and visual conventions from picturebook fiction to offer personal recount and sometimes fantastical narrative components. The images could also operate as a stand-alone image sequence within the overall composition. This study shows how this young author synthesized rich genre knowledge in sometimes unpredictable ways. It also highlights the necessity of curricular space, student-directed time, and opportunities to expand student engagement with the writing process and the ideas they wish to express.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143867021","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

Disabilities in children’s literature: Is the representation accurate and authentic? 儿童文学中的残疾：再现是否准确、真实？

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-04-11 DOI: 10.1177/14687984251333544

Marie Tejero Hughes, Carmille Talley

{"title":"Disabilities in children’s literature: Is the representation accurate and authentic?","authors":"Marie Tejero Hughes, Carmille Talley","doi":"10.1177/14687984251333544","DOIUrl":"https://doi.org/10.1177/14687984251333544","url":null,"abstract":"The representation of disability in children’s literature is an essential area of study since children’s literature can impact the perceptions and attitudes of young children towards disability. A comprehensive exploration of this subject can reveal complex and nuanced narratives that significantly influence the development of inclusive and diverse educational environments. This study examined how disability is represented in young children’s books, which are frequently recommended. A detailed coding methodology was employed to identify the key features of the books featuring characters with disabilities, illuminating their specific traits and the manners in which they represent disability. The findings showed that most of the books recommended were categorized as realistic fiction and focused on a single character with a disability. Moreover, this study also provided valuable insights into the portrayals of characters with disabilities, as interpreted by a panel of critical friends identifying as individuals with disabilities. Their insights emphasized both commendable representations in the books reviewed and the demand for more sophisticated portrayals in children’s books. These findings are a significant addition to the existing conversation on the representation of disability in children’s literature, emphasizing the necessity for precise, inclusive, and diverse depictions that encourage empathy, comprehension, and acceptance among young readers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822667","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

Teaching and learning about family literacy and family literacy programs JLynchESPrins. Teaching and learning about family literacy and family literacy programs, Routledge, Abingdon, 2022; 244 pp.: ISBN 9780367371302, Paperback 38.99 教授和学习家庭扫盲和家庭扫盲项目。关于家庭扫盲和家庭扫盲项目的教学和学习，劳特利奇，阿宾顿，2022；244页：ISBN 9780367371302，平装38.99

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-03-25 DOI: 10.1177/14687984251331324

Lucy Henning

引用次数: 0

Portrayals of disabilities in Children’s fiction: A literature review of anglophone, francophone and hispanophone studies 儿童小说中的残疾形象：英语、法语和西班牙语研究文献综述

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-03-17 DOI: 10.1177/14687984251326244

Vincent Pineau, Lise Lemoine, Nathalie Marec-Breton

引用次数: 0

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 从小事做起：通过多语言讲故事的方式，让年轻学习者培养读写能力

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