Journal of Early Childhood Literacy最新文献_第7页

“But there is a God”: Teaching Nat Turner in early childhood education “但上帝是存在的”:幼儿教育中的纳特·特纳教学

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-01 DOI: 10.1177/14687984221135464

M. Johnson

{"title":"“But there is a God”: Teaching Nat Turner in early childhood education","authors":"M. Johnson","doi":"10.1177/14687984221135464","DOIUrl":"https://doi.org/10.1177/14687984221135464","url":null,"abstract":"This study set out to gain a deeper understanding of how early childhood students, specifically Black boys in first and second grade, would respond to the teaching of historical figures and events traditionally omitted from classrooms. Contrary to general assumptions, these students were able to astutely contribute to classroom lessons, discussions, and interviews about Nat Turner, an enslaved Black American, who led a rebellion in 1831. Employing notions of Black intellectual thought and curricular and pedagogical resuscitation as theoretical frameworks, in addition to critical hermeneutic phenomenology as its methodology, this study highlights the voices of young Black boys often missing in early childhood discourse. Findings indicate that the students expressed a favorable assessment of Nat Turner and his comrades. The statement, “But there is a God,” ultimately confronts the unavailability and restricted options for Black humanity in a racist society, but also an awareness testifying to a self-ordained defense of the Black body. This study gives added perspective to the understanding of the early learning process, cultural meaning-making, and connection to a Black educational legacy spanning generations.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"459 - 480"},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66048371","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

Emancipating early childhood literacy curricula: Pro-Black teaching in K-3 classrooms 解放幼儿识字课程:亲黑人的幼儿园-3课堂教学

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-11-10 DOI: 10.1177/14687984221135488

Eliza G. Braden, Gloria Boutte, Kamania Wynter-Hoyte, Susi Long, Catharine Aitken, Saudah N. T. Collins, J. Frazier, Edith Gamble, Lindsay Hall, Stephanie Hodge, Caitlyn McDonald, Ashanda Merritt, S. Mosso-Taylor, Kyanna Samuel, Christina Stout, Jennifer Tafel, Takenya Warren, Jacqui Witherspoon

{"title":"Emancipating early childhood literacy curricula: Pro-Black teaching in K-3 classrooms","authors":"Eliza G. Braden, Gloria Boutte, Kamania Wynter-Hoyte, Susi Long, Catharine Aitken, Saudah N. T. Collins, J. Frazier, Edith Gamble, Lindsay Hall, Stephanie Hodge, Caitlyn McDonald, Ashanda Merritt, S. Mosso-Taylor, Kyanna Samuel, Christina Stout, Jennifer Tafel, Takenya Warren, Jacqui Witherspoon","doi":"10.1177/14687984221135488","DOIUrl":"https://doi.org/10.1177/14687984221135488","url":null,"abstract":"The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world’s knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lacks attention to the histories, heritages, communities, and languages of Black people. Pro-Black practices in response to centuries-old curricular voids and misinformation about Africa, the African Diaspora, and African descendant people can lead to an emancipatory education for all students. In our work, we draw on tenets of culturally relevant pedagogy and descriptions of Pro-Black pedagogy to describe the work of 13 early childhood educators who are committed to using their knowledge from ongoing professional development at one school in the southeastern United States. The work represented in this article reflects data collected over four years and analyzed in answer to the question: What are Pro-Black highlights of teaching in one school which sought to develop and normalize culturally relevant teaching including challenges to the work and efforts to negotiate those challenges? Data (e.g. student work, lesson plans, PD session PowerPoints, participants’ responses to a questionnaire, informal commentaries throughout the PD process, and classroom observations) were collected and reviewed to develop this article. Recommendations are made for educators and scholars.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"500 - 539"},"PeriodicalIF":1.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46410373","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

Professional Book Recommendations in Support of Pro-Black Pedagogy and Research 支持黑人教育和研究的专业书籍推荐

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-11-02 DOI: 10.1177/14687984221135511

L. McDowell

引用次数: 1

Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers 在早期识字教学和研究中识别反黑人和致力于亲黑人:儿童保育机构，学校，教师准备计划和研究人员的指南

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-10-27 DOI: 10.1177/14687984221135489

Kamania Wynter-Hoyte, Eliza G. Braden, Gloria Boutte, Susi Long, Meir Muller

{"title":"Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers","authors":"Kamania Wynter-Hoyte, Eliza G. Braden, Gloria Boutte, Susi Long, Meir Muller","doi":"10.1177/14687984221135489","DOIUrl":"https://doi.org/10.1177/14687984221135489","url":null,"abstract":"This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the elements of institutions addressed in this article include: early literacy and teacher preparation curriculum; assessments and testing; attitudes and perceptions; and hiring and retaining Black faculty and administration. Written with love and a sense of urgency and joy in the process of change, this article will provide impetus but also explicit guidance for educators to examine and analyze elements of their own institutions and use findings to engage in change that centers the excellence, joy, resistance, and resilience of Black people.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"565 - 591"},"PeriodicalIF":1.6,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163913","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: 3

Awakening the essence of classroom community building 唤醒课堂社区建设的本质

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-10-20 DOI: 10.1177/14687984221136057

Melanie M. Acosta, Paul Woodard

引用次数: 0

Towards a model of word reading acquisition in children from low income backgrounds 低收入儿童文字阅读习得模式的探讨

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-09-17 DOI: 10.1177/14687984221125983

Maria E Porta

引用次数: 0

Katy transforms storytime: Culturally sustaining pedagogy in the community 凯蒂改变故事时间:在社区中维持文化的教学法

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-09-08 DOI: 10.1177/14687984221124185

Wenjie Wang, Rhianna K. Thomas, B. Cahill

引用次数: 0

Valuing and supporting the complex writing processes of emergent writers 重视和支持新兴作家复杂的写作过程

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-09-05 DOI: 10.1177/14687984221123709

Melinda Zurcher, Angela J. Stefanski

{"title":"Valuing and supporting the complex writing processes of emergent writers","authors":"Melinda Zurcher, Angela J. Stefanski","doi":"10.1177/14687984221123709","DOIUrl":"https://doi.org/10.1177/14687984221123709","url":null,"abstract":"This collective case study sought to investigate the distinctive writing processes and productions of young writers within the space of a writers’ workshop. Based on video-taped observations, fieldnotes, writing samples, and teacher and student interviews, a description of preschool students’ writing processes began to unfold. Some might consider these preschool writing processes to be necessary stepping stones to more conventional writing, but this study makes clear the students already engaged in complex writing processes that may have distinct, valuable qualities to be encouraged and supported. The following research questions guided the data collection and analysis for this study: “How do preschool students create texts within a writers’ workshop?” and “How do these processes differ from past descriptions of the writing process?” These questions are significant, because much of the literature focuses on the writing processes of older students or specific aspects of the emergent writing process (e.g., rehearsal, transcription, dialogue), but this study attempted to describe preschool writing processes as a whole and then identify the dimensions distinctive to these early writers. The data collected in this study highlighted three tightly interconnected themes that reflected aspects of preschool writing processes: the use of illustrations to direct the story, play within writing, and the socialization of emergent authoring. All of these themes underscore how students were writing “in the moment” and creating a multimodal production. By valuing this entire production rather than only the finished written product, young students can view themselves as authors and take on that role.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398583","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

From stories at bedtime to a love of reading: Parental practices and beliefs About reading with infants 从睡前故事到对阅读的热爱：父母的实践和信念关于与婴儿一起阅读

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-09-03 DOI: 10.1177/14687984221123710

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

{"title":"From stories at bedtime to a love of reading: Parental practices and beliefs About reading with infants","authors":"Suzanne M. Egan, M. Moloney, Jennifer Pope, Deirdre Breatnach, Clara Hoyne","doi":"10.1177/14687984221123710","DOIUrl":"https://doi.org/10.1177/14687984221123710","url":null,"abstract":"Although it is well established that reading with young children supports early language and literacy development, few studies have focused on the importance of parental beliefs about reading with infants. The current study, which sheds light on parental beliefs had three main aims. The first was to examine practices of shared reading in infancy (birth to 1 year old), while the second, sought to examine parents’ views on benefits of and potential barriers to reading with infants. The third aim was to explore how parents’ beliefs about reading, and their own enjoyment of reading, may influence the early home literacy environment they create for their infants. Drawing upon a mixed methods approach, comprising surveys and interviews with parents of infants ( n = 31), this paper highlights the importance of parents’ own enjoyment of reading. The findings, which are considered from a bioecological perspective, indicate that parents’ enjoyment of reading was significantly and positively associated with the number of children’s books in their home, and the frequency of reading with their infant, as well as their hope for their child’s future enjoyment of reading. Parents noted that one of the main benefits of reading with their infants related to socio-emotional development and the one-to-one time, rather than the language and literacy benefits, which constitute the focus of much research in this area. The findings further point to an intergenerational transfer of a love of reading.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218824","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: 3

Children’s Book Celebrations and Recommendations for Pro-Black Teaching 儿童图书庆祝活动及亲黑人教学建议

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-09-01 DOI: 10.1177/14687984221124348

Janice Baines, Saudah N. T. Collins

引用次数: 0