Journal of Early Childhood Literacy最新文献_第2页

Book review: Teaching essential literacy skills in the early years classroom: A guide for students and teachers 书评：在幼儿课堂上教授基本读写技能：学生和教师指南

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-08-03 DOI: 10.1177/14687984241266054

Devon Caldwell

引用次数: 0

“It is a lovely gift to get from the public health nurse”: Public health nurse perspectives on involvement in an infant book gifting scheme "公共卫生护士赠送的礼物真可爱"：公共卫生护士对参与婴儿书籍赠送计划的看法

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-08-03 DOI: 10.1177/14687984241268525

Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach

{"title":"“It is a lovely gift to get from the public health nurse”: Public health nurse perspectives on involvement in an infant book gifting scheme","authors":"Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach","doi":"10.1177/14687984241268525","DOIUrl":"https://doi.org/10.1177/14687984241268525","url":null,"abstract":"The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891705","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

Following the sounds of children’s “voices”: A researcher’s portfolio 追寻儿童的 "声音"：研究人员的作品集

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-07-23 DOI: 10.1177/14687984241265067

Anne Haas Dyson

{"title":"Following the sounds of children’s “voices”: A researcher’s portfolio","authors":"Anne Haas Dyson","doi":"10.1177/14687984241265067","DOIUrl":"https://doi.org/10.1177/14687984241265067","url":null,"abstract":"Herein, I explore the meanings of the oft-used phrase “children’s voices.” The phrase is seldom defined in the literature on children’s language, oral and written. And yet, studying those voices has been fronted as a key methodological tool allowing insights into concerns about equity and the erasure of “nonmainstream” children’s communicative resources. Thus, this essay examines the professional use of “children’s voices” by taking readers on a voice-filled journey through time and space as I consider literally how this unstable but valuable phrase (e.g., “children’s voices”) is used to index some quality of children’s language use, especially their multimodal composing. First, I report on a literature analysis, focused on a relatively recent decade of articles from the National Council of Teachers of English (NCTE)’s journal focused on children, Language Arts (the decade beginning in 2010). Although it proved to be a relative rarity to identify an author defining “children’s voices,” this project phase was invaluable for developing a taxonomy of non-rigidified but still differentiated categories for the meaning of “children’s voices.” Next, to clarify this unstable but useful taxonomy, I examined my ethnographic reports written over 46 years of studying children’s talk and writing, selecting excerpts from four chronologically organized reports, which were undergirded by different stances toward “children’s voices.” Together they illustrate how going deeper into children’s voices meant expanding the nature of the sociopolitical and cultural worlds enacted, sustained, or interrupted by children’s contextualized voices. As Hymes said many years ago, to understand voice and how it figures into equity issues in education, one needs ethnographic context. I aim to suggest why clarity about voice matters theoretically, politically, and pedagogically if we are to understand children’s composing of both texts and themselves as participants in a shared world.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755228","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

The balance of Spanish and English child-directed text in bilingual picture books 双语图画书中西班牙语和英语儿童引导文字的平衡

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-06-07 DOI: 10.1177/14687984241257400

Christine E Potter, Marissa A Castellana, Matthew D Guerra, Viridiana L. Benitez

引用次数: 0

‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds 你睡觉时的玩具在幼儿工作中接受其他识字方法

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-04-12 DOI: 10.1177/14687984241244686

Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez

{"title":"‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds","authors":"Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez","doi":"10.1177/14687984241244686","DOIUrl":"https://doi.org/10.1177/14687984241244686","url":null,"abstract":"Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posthuman studies has introduced other perspectives on literacy that are neither solely exclusive to humans nor solely representational or intentional. They trouble the dominant frames of literacy that can serve to diminish children, especially those from minority groups. Building on this framework, we propose to address how otherwise literacies are created among children and objects, such as toys. Our data come from a current research project being developed in a school in Seville (Spain). The children in our research are 4 to 5 years old and come from different socio-cultural backgrounds. In our research, our data are written as a vignette which describes different affective encounters in a classroom. These encounters are part of an action that required children to bring from home a treasure box with cherished elements inside. We diffract these data through theories of affect to consider what otherwise synergies emerge between children and toys and what we can learn about literacy through them. We claim that the toys you sleep with bring otherwise (political) ways of being and becoming through literacies embedded in more-than-wor(l)ds. They recall how literacy practices involve objects that affect (with) us in unpredictable and not easy to describe ways, but that are essential to consider more justice-oriented practices.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551922","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

Drama during story time supports preschoolers’ understanding of story character feeling states 故事时间的戏剧表演有助于学龄前儿童理解故事角色的情感状态

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-03-29 DOI: 10.1177/14687984241240413

Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario

{"title":"Drama during story time supports preschoolers’ understanding of story character feeling states","authors":"Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario","doi":"10.1177/14687984241240413","DOIUrl":"https://doi.org/10.1177/14687984241240413","url":null,"abstract":"Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students’ story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students’ emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students’ inferencing skills regarding story character internal states and subsequent story comprehension.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331224","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

Book Review: Consumable reading and children’s literature: Food, taste and material interactions 书评：消耗性阅读与儿童文学：食物、味道和物质的相互作用

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-03-23 DOI: 10.1177/14687984241240933

Natalia I. Kucirkova

引用次数: 0

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD) 探索家庭共读对患有深度和多重学习障碍（PMLD）的青少年的价值

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-02-20 DOI: 10.1177/14687984241235124

Lauran Doak

{"title":"Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)","authors":"Lauran Doak","doi":"10.1177/14687984241235124","DOIUrl":"https://doi.org/10.1177/14687984241235124","url":null,"abstract":"Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of everyday ‘family practice’. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938943","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

Book Review: Biliteracy from the start: Literacy squared in action 书评：从一开始就识字：识字平方在行动

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-01-12 DOI: 10.1177/14687984231225585

Edward Rivero

引用次数: 0

Book Review: Literacies that Move and Matter: Nexus Analysis for Contemporary Childhoods 书评：移动和重要的文学：当代童年的纽带分析

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2024-01-11 DOI: 10.1177/14687984231225584

Grace Enriquez

引用次数: 0