Journal of Early Childhood Literacy最新文献_第4页

Journal of Early Childhood Literacy: Special Issue Translanguaging pedagogies 幼儿识字杂志:特刊:译语教学法

4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-09-01 DOI: 10.1177/14687984231200102

引用次数: 0

Family literacies as peacemaking: Representations in Children’s literature 作为缔造和平的家庭文学：儿童文学的表现

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-08-30 DOI: 10.1177/14687984231191058

R. Rogers, Luzkarime Calle-Díaz, Jason Vasser-Elong

引用次数: 0

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning “连接自己和世界”:通过社交情感学习让幼儿大声朗读

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-08-29 DOI: 10.1177/14687984231196232

S. Bennett, A. Gunn, Barbara J. Peterson, Aarti P. Bellara

{"title":"“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning","authors":"S. Bennett, A. Gunn, Barbara J. Peterson, Aarti P. Bellara","doi":"10.1177/14687984231196232","DOIUrl":"https://doi.org/10.1177/14687984231196232","url":null,"abstract":"As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747546","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

Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community 创建一个多模式资源网络:在一个多语言社区的儿童图书项目中研究意义生成

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-08-11 DOI: 10.1177/14687984231195179

Robin Samuelsson

引用次数: 0

Early literacy going digital: Interweaving formal and informal literacy learning through digital media 早期识字走向数字化:通过数字媒体交织正式和非正式识字学习

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-08-03 DOI: 10.1177/14687984231189988

Maria Papadopoulou, Katerina Makri, Evgenia Pagkourelia, Evi Kombiadou, Katerina Gaspari

{"title":"Early literacy going digital: Interweaving formal and informal literacy learning through digital media","authors":"Maria Papadopoulou, Katerina Makri, Evgenia Pagkourelia, Evi Kombiadou, Katerina Gaspari","doi":"10.1177/14687984231189988","DOIUrl":"https://doi.org/10.1177/14687984231189988","url":null,"abstract":"The proliferation and strong presence of new media in young children’s' lives have oriented early childhood research and practice towards the concept of digital literacy, now being an important part of ECE policy and practice worldwide. Children join formal education with a rich repertoire of multimedia, multimodal and digital practices, shaped outside schools, at their home and broader social milieu. Related literature acknowledges a strong relationship between digital media and children’s literacy development. However, little is known about the actual experiences when this relationship is forged. During the interplay with digital and non-digital media and resources, it is interesting to illustrate the connections in literacy gained through different contexts. The DIGILIT Kids project aimed at exploring the literacy practices of preschool children in digital environments. To this end, our research team conducted qualitative research, interviewing parents, preschool educators and children, while, in parallel, observing children's media use with different digital devices, during their school time and collecting their written and electronic works, before and during the research process. The research context was a public kindergarten classroom in Thessaloniki, Greece, with 20 children. Our findings are summarized in this paper through three children’s cases, presented as profiles, representing, to a satisfactory degree, recurrent themes from our whole dataset. The three profiles depict different levels of digital and traditional literacy manifested through children’s practices. Our discussion highlights aspects of the complex relationship of digital media and literacy, as well as the need to bridge the gap between formal and informal ways of literacy learning.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42296663","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

Research on early literacy in Reggio and Montessori classrooms: A scoping review 雷焦与蒙台梭利课堂早期读写能力研究:范围检视

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-07-16 DOI: 10.1177/14687984231186090

Pamela Beach

引用次数: 0

Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes 迈向更有动机的支持性阅读干预:从年轻dll对纯英语课程的看法中学习

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-06-23 DOI: 10.1177/14687984231186086

J. Erickson, Kelsey E. Davison, Sarah Markmann

{"title":"Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes","authors":"J. Erickson, Kelsey E. Davison, Sarah Markmann","doi":"10.1177/14687984231186086","DOIUrl":"https://doi.org/10.1177/14687984231186086","url":null,"abstract":"How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks within a school-based, pull-out, English-only, reading intervention. Focal children’s motivation-related perceptions were elicited with two participatory interviews. Responses were compared with adults’ evaluations of the children’s behavioral engagement specific to the intervention. All DLLs shared their perceived benefits and costs of intervention involvement and made recommendations for improvement. Exercising autonomy within the intervention was found to be motivating for all children. The degree to which the intervention supported DLLs in sustaining valued connections with friends, family, and teachers also appeared to have a significant influence on motivation. The findings align with and extend existing literature that explores the reading motivation of older DLLs and young monolingual English speakers' motivations for reading within intervention programs. Collectively, findings imply that motivation theory and research, along with DLLs' own program-specific feedback, should inform intervention design and delivery.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256363","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

I talk normal: A comparative case study of raciolinguistic socialization in preschool 我说正常：学前种族歧视社会化的比较个案研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-06-19 DOI: 10.1177/14687984231184133

Erin Quast

引用次数: 0

Representing tradition: The construction of culturally-specific visual narratives in Chinese picture books and hand scroll paintings 代表传统：中国图画书和手卷画中特定文化视觉叙事的构建

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-06-07 DOI: 10.1177/14687984231182263

Fenfen Qi, Tetriana Ahmed Fauzi, Siti Rohaya Yahaya

{"title":"Representing tradition: The construction of culturally-specific visual narratives in Chinese picture books and hand scroll paintings","authors":"Fenfen Qi, Tetriana Ahmed Fauzi, Siti Rohaya Yahaya","doi":"10.1177/14687984231182263","DOIUrl":"https://doi.org/10.1177/14687984231182263","url":null,"abstract":"The picture book plays a fundamental role in the intellectual and social development of young children. While the simplest of picture books offer an accessible entry-point into basic literacy through the combination of printed word and an image of its referent, picture books in narrative form constitute a significant instrument of socialisation, as a source of both overt and covert ‘ideological’ messages about the world and about social values. This study establishes a referenceable method and framework for identifying the extent to which a given picture book produced for consumption within the Chinese market utilizes pictorial and narratological strategies that are understood to be historically accurate within - and emblematic of – Chinese society’s ideologies and cultural traditions. Ten recently-published picture books for children, each produced by ethnically Chinese authors and widely distributed in the Chinese market are scrutinized using quantitative, qualitative, semiotic and mediaanalysis methodologies. Historic Chinese hand scroll paintings are presented as a useful point of comparison with these picture books, insofar as they provide an enduring example of culturally-specific pictorial conventions of composition, character depictions and interrelations, narrative context and the interplay of text and image. Drawing upon Clare Painter, Martin and Unsworth’s influential work on visual narratives and the Multimodel Discourse Analysis approach, a basic grammar of Chinese visual narratives is established, with conclusions drawn regarding how these inform contemporary picture books for Chinese children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636285","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

Literacy assessment in the early years of schooling in an era of neoliberalism 新自由主义时代学校早期的识字评估

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-05-23 DOI: 10.1177/14687984231161119

Martina Tassone

{"title":"Literacy assessment in the early years of schooling in an era of neoliberalism","authors":"Martina Tassone","doi":"10.1177/14687984231161119","DOIUrl":"https://doi.org/10.1177/14687984231161119","url":null,"abstract":"This paper explores the literature related to literacy assessment in the early years of schooling in an era of neoliberalism and reports on a key aspect of a study which focused on the literacy assessment practices of early years teachers and literacy leaders in Australian Catholic schools within the Melbourne archdiocese. Background: The study was undertaken in a period following the Melbourne Catholic Education system’s devolution of literacy assessment responsibility to schools after a long period of mandated literacy assessment (1998–2012) but also occurred within a neoliberal high-stakes assessment environment, characterised by heightened levels of teacher accountability. Research Objectives: The intention of the research was to explore the literacy assessment beliefs and practices of teachers in early years classrooms (F–2), to explore the impacts of assessment devolution and the implications in terms of the literacy assessment practices in the early years in Australian Catholic primary schools in the Melbourne Archdiocese. Methods: A predominantly qualitative case study approach consisting of two phases was used to explore literacy assessment in the early years of schooling. Phase 1 consisted of an online questionnaire comprising both open and closed questions, which was completed by 76 literacy leaders from 76 Catholic schools in the Melbourne archdiocese. The questionnaire was designed to elicit information on schools’ literacy assessment practices in the early years and if these had changed since a Catholic Education Melbourne (CEM) policy change in 2012 allowing schools greater autonomy over literacy assessment in the early years. Phase 2 involved semistructured interviews with 23 early years teachers and seven literacy leaders from eight diverse schools to investigate their literacy assessment practices in greater detail and identify how they responded to the opportunities that came with devolved decision-making.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488917","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