Journal of Early Childhood Literacy最新文献

{"title":"The role of read-alouds in preschoolers’ understanding of bullying","authors":"Rabia Ozen-Uyar, Vahide Yigit-Gencten","doi":"10.1177/14687984261435316","DOIUrl":"https://doi.org/10.1177/14687984261435316","url":null,"abstract":"Bullying in preschool settings is a critical issue with long-term developmental implications, yet early intervention strategies remain underexplored. This study investigates the role of interactive read-aloud sessions featuring bullying-themed picture books in shaping preschoolers’ understanding of bullying and developing coping strategies. The study was conducted in four preschool classrooms in southern Türkiye. A total of 71 children (aged between 52 and 72 months) participated, with 38 in the read-aloud group and 33 in the non-read-aloud group. Over 5 weeks, children in the read-aloud group participated in weekly teacher-guided read-aloud sessions. Data were collected through audio-recorded classroom sessions and child interviews. The interpretation of the findings was guided by a sociocultural perspective informed by Vygotskian theory and by critical discourse analysis. Thematic analysis was employed to identify patterns in children’s conceptualizations and responses to bullying, while critical discourse analysis explored how teacher-child dialogue and interactional practices shaped these understandings. Children in the read-aloud group demonstrated a more nuanced understanding of bullying, identifying 54 distinct bullying behaviors compared to 30 in the control group. They were also more likely to describe bullying as morally wrong and reported a wider range of coping strategies. Teacher discourse played a key role in scaffolding children’s social understanding, supporting moral reasoning, and promoting emotional resilience. Notably, children in the read-aloud group showed increased awareness of relational bullying and indirect aggression. Interactive read-alouds can be an effective tool in early childhood education to enhance bullying awareness, support emotional understanding, and build coping skills. Teacher facilitation is essential in guiding reflection, fostering empathy, and framing bullying as a social and moral issue. These findings highlight the potential of literature-based interventions as proactive bullying prevention strategies in preschool settings.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147454674","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}

{"title":"Children’s digital experiences: A scoping review of social interactions in family settings","authors":"Kate L. Lewis, Irina Verenikina, Steven J. Howard, Lisa K. Kervin","doi":"10.1177/14687984261427140","DOIUrl":"https://doi.org/10.1177/14687984261427140","url":null,"abstract":"There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews and consolidates the literature on young children aged birth to 8 years, and their social interactions with family members during shared use of digital technologies. It considers the types and features of interactions studied across the various contexts of children’s digital use and draws on this evidence to provide a forward-looking research agenda. Comprehensive searches of 4 electronic databases (SCOPUS, ERIC, PsycInfo, Web of Science) using terms focused on the child, other person/s, the social interaction, and the digital element were conducted for the years 2015 to 2023. This yielded 46 studies reporting on young children’s social interactions during shared digital experiences in family contexts. Synthesis of the findings were organised and discussed according to each study’s characterisation of interactions, including attributes of oral language, communication support of children’s understanding, social interactions and connections, and familial negotiations. These themes were explored to highlight patterns and trends in the literature. Across the studies, findings point to a complex and dynamic relationship between children, their parents, and digital technologies within the home context and family dynamics – highlighting the critical role of various child, adult, and digital factors (e.g., child age, parent digital literacies, app design) in shaping the interaction. Understanding how these factors influence children’s social interactions during digital experiences is crucial for developing effective guidance and support for families.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"80 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393366","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}

{"title":"“He’s an author like us”: Cultivating agency and writing identities in early childhood classrooms","authors":"Erica Holyoke, Susan Tily","doi":"10.1177/14687984261428294","DOIUrl":"https://doi.org/10.1177/14687984261428294","url":null,"abstract":"This study advocates for writing instruction that recognizes young children as authors in their composing practices while simultaneously building, deepening, and honing their skills as writers, ranging from authors’ craft and genre-based moves, aligning tone and message for intended audiences, to spelling and transcription. Drawing on theories of writing as praxis and Transformative Activist Stance, this study examines how two early childhood teachers fostered supportive writing communities where children made intentional authorial choices while developing essential writing skills. Findings demonstrate young children are capable of being leaders through writing and making complex decisions about their craft, audience, purpose, and genre, while engaging in collaborative, transformative practices in a writing community. This study has implications for reimagining early childhood writing instruction, emphasizing the need for authentic writing honoring children’s voices and fostering individual and collective transformation.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"52 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146210182","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}

{"title":"At the cultural interface: Colonial ideas in Zambia's contemporary early literacy policies","authors":"Linda Banti Hamoonga","doi":"10.1177/14687984261419607","DOIUrl":"https://doi.org/10.1177/14687984261419607","url":null,"abstract":"Using the concept of the Cultural Interface (CI), this study investigated the continuity of colonial ideas in contemporary early literacy policies. The data sources consisted of semi-structured interview scripts and key documents presenting Zambia’s, the United States Agency for International Development’s (USAID) and World Bank’s early literacy policy ideas. These sources were analysed using the Thought Ritual process. The analysis reveals a continuity of colonial ideas, particularly the notion that Indigenous people lack a knowledge system to foster Western civilisation or economic development. To justify colonial ideas, Indigenous Knowledge Systems (IKS) were framed as primitive, even though the term ‘poverty’ is used in the contemporary era. During the colonial era, civilisation was to be fostered through adapted education and mass literacy. After the colonial era, this foundation was mainly used for self-determination—to control and continue developing Western institutions after the departure of the British Empire. This manifests in simplified early literacy policies geared towards poverty reduction through gender equality, health and a heavy emphasis on the technical ability to read Indigenous languages, while sidelining the broader integration of IKS. This paper provides new insights into coloniality by highlighting the subtle but persistent ways colonial ideas are embedded in contemporary early literacy policies and their effects on IKS in Zambia.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"76 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146210183","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}

{"title":"Book review: Local literacies in early childhood: Inequalities in place, policy and pedagogy SmithHelen Victoria, Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy, Routledge: Oxfordshire, England, UK, 2022; 174 pp.: ISBN 9781032072128.","authors":"Nektarios Stellakis","doi":"10.1177/14687984251413781","DOIUrl":"https://doi.org/10.1177/14687984251413781","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146122059","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}

{"title":"More moments to move: Incorporating creative movement dance into read-alouds","authors":"Joy Dangora Erickson, Molly Tupper, Maria Genest","doi":"10.1177/14687984251412194","DOIUrl":"https://doi.org/10.1177/14687984251412194","url":null,"abstract":"What if early reading instruction was more like dance class? This article shares findings from a study of young children’s and adults’ perceptions of embodied read-alouds. Embodied read-alouds are a form of interactive read-aloud that intentionally incorporates creative movement dance. The qualitative case study described here evolved from young children’s comments suggesting school read-alouds should be more like the ones they experienced at their dance studio. Specifically, the embodied read-aloud approach executed by one dance teacher (second author) is analyzed and synthesized, and key elements are identified and discussed in relation to empirical research and Embodied Cognition Theory. Findings suggest creative movement dance may complement more traditional approaches to reading aloud and young children can recognize some of the research-supported benefits of integrating opportunities for movement into read-alouds. The article also offers tips for bridging the gap between incorporating movement into reading instruction in the dance studio and general classroom.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021881","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}

{"title":"Ecological systems connected to non-English language picture books for children under 5 years: Insights from a public library system","authors":"Janet Y. Bang, Chulwoo Park, Melissa Sorto, Francisca Sanchez","doi":"10.1177/14687984251412231","DOIUrl":"https://doi.org/10.1177/14687984251412231","url":null,"abstract":"Finding books that reflect linguistic and cultural backgrounds that align with families’ home language(s) can be a meaningful way to support children’s early language and literacy development. In the United States, where English is the dominant societal language, one common recommendation to help families find books in non-English language(s) is to turn to public libraries. In light of this suggestion, what do library staff see in everyday practice when supporting families seek linguistically-diverse books? We used both quantitative and qualitative approaches to analyze survey responses of 70 library staff across 25 library branches in a linguistically-diverse urban U.S. setting. Library staff shared their perspectives when supporting families who seek books (e.g., concept books, floppy books, board books, and picture books) in non-English languages for children under 5 years. We drew on principles of directed content analysis and summative analysis to code participants’ open-ended responses regarding families’ awareness of and barriers to non-English children’s books, mapping coding categories to Bronfenbrenner’s Bioecological Model. We illustrated a complex network underlying access to linguistically-diverse children’s books in library settings, which highlighted the roles of families, library staff, the library system, community attitudes and ideologies, and changes over time. Library staff noted numerous resources available, as well as resources needed, to continue supporting families who seek non-English language children's books. Finally, we identified considerations of library staff when selecting books for children under 5 years, which highlighted the triadic alignment of the book, the child, and adult involvement to support early book sharing interactions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"25 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893933","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}

{"title":"The effect of the creative drama method on preschool Children’s fairy tale comprehension: The case of “The Bremen Town Musicians”","authors":"Günseli Yıldırım, Cemil Türk, Endam Düzyol-Türk","doi":"10.1177/14687984251403055","DOIUrl":"https://doi.org/10.1177/14687984251403055","url":null,"abstract":"In this study, we aimed to examine the effect of using both creative drama and direct narration methods with the story The Bremen Town Musicians on the story comprehension of children aged 60–72 months, as well as their views on the creative drama application and the story itself. We employed an embedded mixed-methods design, combining quantitative and qualitative research. To investigate the effect of creative drama on story comprehension, we used the Solomon Four-Group Design with a pre-test and post-test control group. To support the quantitative data, we collected qualitative data on children’s views regarding the creative drama process, reinforcing the findings. The study group consisted of 96 children (24 in each of the four groups) attending independent preschools in İzmir’s Buca district during the 2024–2025 academic year. We used a knowledge test on The Bremen Town Musicians and a semi-structured interview form. The Mann–Whitney U and Kruskal–Wallis H tests were applied. The pre-test results did not influence the post-test scores of the experimental group. Findings showed that children who experienced the story through creative drama had higher post-test scores than those who received direct narration. Analysis of children’s views on the creative drama process and the story revealed themes of “enactment,” “acquisitions,” “emotions,” and “changes.” Enactment included imitation, singing, wearing costumes, and coming up with a title. Acquisitions involved new friendships, emotions, helping others, collaboration, and problem solving. Emotions reflected enjoying the fairy tale, feeling happy, excited, sad, or afraid. Changes included adding different animals, robbers turning good or not being present, the police showing up, owners treating them well, and having the animals be younger. The results highlight the effectiveness of creative drama in enhancing young children’s story comprehension.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"90 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145593580","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}

{"title":"0-3-Year-old children’s digital language and literacy practices at home: A scoping review of the literature","authors":"Sandra Marie El Gemayel, Rosie Flewitt, Janet Goodall","doi":"10.1177/14687984251388333","DOIUrl":"https://doi.org/10.1177/14687984251388333","url":null,"abstract":"Research on young children’s use of digital media has increased over recent decades but less is known about the digital language and literacy practices at home of children aged under 3 years. This scoping review was conducted to map knowledge on this phenomenon to inform the ESRC-funded study Toddlers, Tech and Talk. Fifty-two papers published from January 2000 to June 2024 were identified from six databases: Australian Education Index, British Education Index, ERIC (EBSCO), ERIC (ProQuest), SCOPUS and Web of Science, as well as Google and Google Scholar. The literature was synthesised into the following categories: child language and TV-viewing; video calls; technology and musicality, mark making and book-reading; joint media engagement and the home digital literacy environment. Although child ‘screentime’ has been associated with delayed language development, research suggests these effects can be mediated by the context of technology use, parent co-viewing and interaction. Many extant studies are dependent on parental reports of very young children’s digital activity and/or on simulated contexts. To deepen knowledge on this topic, there is rich scope for observational studies conducted in family homes, co-produced research with parents and children, and longitudinal studies of babies’, infants’ and toddlers’ digital language and literacy practices at home.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"380 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424200","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}

{"title":"Empowering agentic literacies: A case study on advocacy and activism in a preschool classroom","authors":"Victoria Damjanovic, Stephanie Branson","doi":"10.1177/14687984251388516","DOIUrl":"https://doi.org/10.1177/14687984251388516","url":null,"abstract":"The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children’s literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children’s work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher’s journal. Visual analysis was used to investigate children’s work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children’s agentic literacy practices and how children’s wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311026","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}