{"title":"另一边:学龄前儿童对以社会正义为主题的朗读的体验","authors":"Norline R. Wild","doi":"10.1007/s10643-024-01683-z","DOIUrl":null,"url":null,"abstract":"<p>The purpose of this article is to detail preschool age students’ exploration of social justice as they cocreated with their teacher an interactive read-aloud approach, named <i>Picturebooks for Social Justice</i>. Over the three phases, the teacher researcher studied her own preschool teaching as she read and explored 12 picturebooks with the 3-5-year-old children in her preschool class. Guided by relational and critical theoretical perspectives, findings demonstrate and detail examples of the children’s learning across the social justice standards of identity, diversity, justice, and action. These standards, which functioned both as the content and the goals of <i>Picturebooks for Social Justice</i>, were explored through books in the context of the strong bond between the children and teacher. The insights gained in this study can guide educators and researchers in understanding young children’s capacity to explore and understand social justice.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Other Side: Preschool Children’s Experience of a Read-Aloud Focused on Social Justice\",\"authors\":\"Norline R. Wild\",\"doi\":\"10.1007/s10643-024-01683-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The purpose of this article is to detail preschool age students’ exploration of social justice as they cocreated with their teacher an interactive read-aloud approach, named <i>Picturebooks for Social Justice</i>. Over the three phases, the teacher researcher studied her own preschool teaching as she read and explored 12 picturebooks with the 3-5-year-old children in her preschool class. Guided by relational and critical theoretical perspectives, findings demonstrate and detail examples of the children’s learning across the social justice standards of identity, diversity, justice, and action. These standards, which functioned both as the content and the goals of <i>Picturebooks for Social Justice</i>, were explored through books in the context of the strong bond between the children and teacher. The insights gained in this study can guide educators and researchers in understanding young children’s capacity to explore and understand social justice.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-06-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01683-z\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01683-z","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Other Side: Preschool Children’s Experience of a Read-Aloud Focused on Social Justice
The purpose of this article is to detail preschool age students’ exploration of social justice as they cocreated with their teacher an interactive read-aloud approach, named Picturebooks for Social Justice. Over the three phases, the teacher researcher studied her own preschool teaching as she read and explored 12 picturebooks with the 3-5-year-old children in her preschool class. Guided by relational and critical theoretical perspectives, findings demonstrate and detail examples of the children’s learning across the social justice standards of identity, diversity, justice, and action. These standards, which functioned both as the content and the goals of Picturebooks for Social Justice, were explored through books in the context of the strong bond between the children and teacher. The insights gained in this study can guide educators and researchers in understanding young children’s capacity to explore and understand social justice.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field