另一边:学龄前儿童对以社会正义为主题的朗读的体验

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Norline R. Wild
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引用次数: 0

摘要

本文旨在详细介绍学龄前学生在与老师共同创造一种名为 "社会正义图画书 "的互动朗读方法时对社会正义的探索。在这三个阶段中,教师研究者研究了自己的学前教学,她与学前班中 3-5 岁的儿童一起阅读和探索了 12 本图画书。在关系和批判理论观点的指导下,研究结果展示并详细介绍了儿童在身份、多样性、正义和行动等社会正义标准方面的学习实例。这些标准既是 "社会公正图画书 "的内容,也是其目标。本研究获得的启示可以指导教育工作者和研究人员了解幼儿探索和理解社会公正的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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