Journal of Early Childhood Literacy最新文献_第5页

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

Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class 这么小的符号写在一张纸上。在多语种学前班学习语言和读写能力

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-05-11 DOI: 10.1177/14687984231175341

H. Laursen, L. M. Daugaard

{"title":"Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class","authors":"H. Laursen, L. M. Daugaard","doi":"10.1177/14687984231175341","DOIUrl":"https://doi.org/10.1177/14687984231175341","url":null,"abstract":"Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn a king and asked their parents to write the word ‘king’ in the languages spoken at home. In this article, we ask how such small signs on a piece of paper can have such a big appeal to children and pave the way for a lot of metalanguaging. Our analysis points to a need for an expansion of a common gaze at the sign that goes beyond its communicative and referential meaning and directs attention to its aesthetic and subjective appeal as well as its intersubjective potential. Such a perspective pushes us to deepen our understanding of early literacy, acknowledging children’s affective and reflective paths leading to literacy. It also prompts us to broaden the scope of ‘the metalinguistic’ to embrace the ways it is shaped in interaction and contributes to shared experiences and involvements.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114268","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: 1

‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not “但龙并不存在，是吗？”：学龄前儿童决定图画书是否为非小说的重点

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-04-20 DOI: 10.1177/14687984231161115

Anna Backman

{"title":"‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not","authors":"Anna Backman","doi":"10.1177/14687984231161115","DOIUrl":"https://doi.org/10.1177/14687984231161115","url":null,"abstract":"Preschoolers are offered few opportunities to become acquainted with non-fiction books, and when they are given the possibility to read non-fiction picturebooks, these are often fictionalised in one way or another. The fictionalisation of children’s non-fiction blurs the boundaries between fiction and non-fiction picturebooks. This could mean that children’s early opportunities to experience how different kinds of books, pictures and texts can be used and produced for different purposes are also blurred. Against this background, reading activities are designed in this study in which a group of five-year-olds is introduced to fiction and non-fiction picturebooks side by side. The study aims to contribute to an understanding of how children distinguish and experience different kinds of picturebooks when they are introduced to differences between them, and answers the research question: What is in focus when preschoolers determine whether a picturebook is a non-fiction or not? The analysis shows that the depiction (whether the picturebook depicts imaginary constructs or established knowledge) is in focus when preschoolers make this determination . This gives the children in the reading activities the opportunity to experience different kinds of picturebooks, but also to question whether non-fiction picturebooks depicting imaginary constructed (‘made up’) things, characters and events are non-fiction and to evaluate the reliability of such fictionalised non-fiction picturebooks.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44263777","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: 1

The meaning-making in kindergarten children’s visual narrative compositions 幼儿园儿童视觉叙事作品的意义建构

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-07 DOI: 10.1177/14687984231161114

Sylvia Pantaleo

{"title":"The meaning-making in kindergarten children’s visual narrative compositions","authors":"Sylvia Pantaleo","doi":"10.1177/14687984231161114","DOIUrl":"https://doi.org/10.1177/14687984231161114","url":null,"abstract":"During a 10-week classroom-based study in a school in western Canada, 17 Kindergarten children had multiple opportunities to learn about how elements of visual art, design and layout in picturebook artwork are fundamental to meaning-making when transacting with this format of literature. Student application of learning about the concepts under study was explored when the children viewed and discussed wordless or almost wordless picturebooks, and when they created their own artwork or visual compositions. Findings from the content analysis of the Kindergarten children’s visual narrative compositions and individual interviews revealed their understanding of how colour, point of view, framing, line to show action, line to show emotion and implied line can be used purposefully by sign-makers to represent particular meanings. Furthermore, application of Halliday’s metafunctions conceptual framework to analyze three focus students’ visual narrative compositions revealed how their semiotic work concomitantly realized the ideational, interpersonal and textual metafunctions. Consistent with the tenets of social semiotics and sociocultural theory, the descriptions of the instructional procedures and student activities convey how the practices in the classroom shaped the students’ visual narrative compositions. The findings enrich understanding of how young children’s knowledge of various semiotic resources can enhance their understanding and interpretations of the kinds of communicative functions realized or fulfilled by various meaning-making resources, and can inform the design of their visual compositions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43838325","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: 2

Creating books and sustaining Indigenous languages with two Atayal communities 与两个泰雅族社区一起创作书籍并维持土著语言

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-02 DOI: 10.1177/14687984231161116

Ching-Ting Hsin, Catherine Compton-Lilly, Ming-Fang Hsieh, Di Tam Luu

引用次数: 0

Children's spaces in pages: Examining spatiality in COVID-19-themed children's books. 页面中的儿童空间：审视新冠肺炎儿童书籍中的空间性

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 Epub Date: 2022-12-19 DOI: 10.1177/14687984221118981

Aireen Grace Andal

{"title":"Children's spaces in pages: Examining spatiality in COVID-19-themed children's books.","authors":"Aireen Grace Andal","doi":"10.1177/14687984221118981","DOIUrl":"10.1177/14687984221118981","url":null,"abstract":"This article examines spatiality in selected children's books about COVID-19. Spatiality is an important lens because the coronavirus pandemic is a crisis related to distancing and mobility restrictions-spatial matters. Benedict Anderson's notion of imagined communities was adopted as a framework to how children's books present community belongingness within the spatial restrictions imposed during the first wave of the COVID-19 pandemic. In a content analysis of pandemic-related children's books published in early 2020 (n = 51), this paper explores the sense of community in three everyday spaces: 'inside' (home), 'outside' (outdoors), and 'in-betweens' (windows and digital space). Findings reveal a two-fold observation: (1) children's books show how the 'normal' in everyday space is disrupted; and (2) layers of imagined communities manifest within the everyday spaces depicted in the books examined. These findings offer insights that while children's literature and geography are different disciplines, there is much to be explored about spaces in children's lives from writers and illustrators of children's books. Likewise, a geographical lens can substantiate discussions in children's literature by unpacking relationships of characters based on the spaces they occupy. With these in mind, it is hoped that conversations about spatial discourses in children's books flourish from this initial exploration.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"73-101"},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9780566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47850778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Family learning and working in lockdown: Navigating crippling fear and euphoric joy to support children's literacy. 在封锁中的家庭学习和工作：克服极度恐惧和愉悦的快乐，支持儿童识字

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 Epub Date: 2022-10-02 DOI: 10.1177/14687984221122850

Lorna Arnott, Laura Teichert

引用次数: 0