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1.
The last decade has seen, in the policy arena, a broad global push for children to be treated as active participants in society rather than as the passive recipients of adult decisions and interventions. The topic of literacy learning and teaching has, however, been absent from much of the policy and literature on children's social participation. This paper is an exploratory foray into possible connections between literacy and citizenship from the perspective of young children and those responsible for their education. Drawing from both sociocultural and semiotic perspectives on literacy, this analysis crosses between institutional texts, ethnographic accounts and children's own representations of their places in the world. A hierarchical model of literacy development, which emphasises the teaching of basic decoding skills in the early years, is associated with a view of young children as future citizens rather than as active social participants. Recognising children's agency, and supporting their meaningful participation, requires literacies of social participation.  相似文献   

2.
A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps relates to young children's understanding in diverse domains including science learning, and to extend, whether and how mobile apps should be used and how in early years' settings. The aim of this paper is to shed light on this area by examining the learning effects of touch screen mobile game applications, in particular the game Angry Birds, on two groups of preschoolers 4 and 5 years old respectively. Evidence from a comparative study with 32 participants reveal significant differences between the two groups in terms of game skills and their understanding of projectile motion. Implications for educational stakeholders, parents and app designers are discussed along with future research directions.  相似文献   

3.
Abstract

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices.  相似文献   

4.
Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献   

5.
Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social functioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interactions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others.  相似文献   

6.
This study evaluated the effects of HeadsUp! Reading (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators’ (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR + mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in HeadsUp! Reading can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills.  相似文献   

7.
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8.
The National Literacy Strategy (NLS) was introduced into schools in England in 1998 with the aim of raising the literacy attainments of primary‐aged children. The Framework for Teaching the Literacy Hour, a key component of the NLS, proposes an interpretation of literacy that emphasises reading, writing and spelling skills. An investigation of the Literacy Hour for pupils with a range of special needs raised questions about teachers' interpretation of literacy when children have severe and complex learning needs. The research suggested that a skill‐based view of literacy is limited and has the potential to exclude pupils who cannot access or produce written material by conventional means. These issues are discussed within the context of views drawn from contemporary literature. Implications for further research are identified.  相似文献   

9.
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in preschool classrooms serving low-income children found negative associations between age-mixing and children's social and cognitive development. The current study extended this research by examining associations between classroom age composition (variability in ages of children in the classroom) and low-income preschool children's rates of change in school readiness. The sample consisted of 4417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program. Multilevel modeling was employed to examine the main effect of classroom age composition, as well as the interaction between classroom age composition and children's age, as predictors of children's rates of change in emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. In contrast to previous research, classroom age composition was not associated with school readiness outcomes. This study contributes to the conflicting literature examining the associations between age mixing and children's school readiness and calls for a future research agenda to examine age mixing in context that is focused on sorting out these conflicting results. In the meantime, policymakers should consider other relevant factors when making decisions regarding mixed-age classrooms, such as family preference or the capability for teachers to individualize instruction to children based on their individual needs.  相似文献   

10.
Abstract

The Centre for Information and Research at the University of Central England in Birmingham is carrying out research investigating the relationship between different learning cultures and resource‐based learning in children. The research examines the ways in which children's access to learning resources and support in using them affects their learning. The aim is to produce recommendations for local agencies on how they can work together more effectively to create better learning opportunities for children across a community. The article outlines the aims and methodology of the research and identifies the factors said to affect learning, based on a review of existing literature. This research is timely as there is a national government focus on lifelong learning and widening participation; the focus has been mainly on adult education and there is a need for an examination of the ways in which children are equipped with the skills to become lifelong learners. It takes place in a context in which learning in schools has moved towards project work, requiring children to find their own information through using research and information searching skills. The research also reflects current government concerns about narrowing the existing gap between families and individuals who have access to a broad range of learning support tools and those without this support. The article highlights the value of an interagency approach to identify gaps and to ensure community‐wide support for children's learning within specific localities.  相似文献   

11.
Research has highlighted the importance of early literacy development. In light of this, there has been a growing concern around boys’ underachievement on language and literacy assessments. Given the recent mandate for play-based learning in Ontario kindergartens, this paper examines children's literacy integration during play from a gender perspective. An analysis of 380 minutes of children's play revealed that girls and boys often played separately across the 12 kindergarten classrooms in this study. Importantly, the centres at which girls and boys played offered different literacy support. Our findings showed that gender played a salient role in children's play choices affecting the types of academic skills children practiced in their play. In this paper, we shed light on the need for gender awareness and sensitivity in policy mandates and teacher practice.  相似文献   

12.
Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.  相似文献   

13.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献   

14.
The present longitudinal study investigated the predictive power of preschool linguistic skills and early family factors on children's comprehensive literacy skills at the end of primary school in 262 Chinese children. The results indicated that a substantial (20–34%) share of variance of 5th grade (age 11) literacy skills in Chinese could be explained by early family factors (age 3) and linguistic skills (age 3–age 5). Family socioeconomic status and parent-child reading tuition were associated with different literacy measures. A differential pattern of prediction was also observed among different literacy skills. Furthermore, path analyses indicated that the relationships between early family factors and literacy skills at age 11 were mediated by specific linguistic and cognitive skills at preschool.  相似文献   

15.
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout.  相似文献   

16.
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.  相似文献   

17.
Learning to read is a process that begins well before children commence formal schooling and well before children learn to decode print. Children's early reading skills are, first and foremost, foundationally contingent upon children's oral language and phonological awareness proficiencies – skills that can be mapped across a continuum of development from speech‐to‐print. Nine educators from Victoria, Australia, were interviewed, asked to share their understandings and planning for literacy learning when working with 2–3‐year‐old children. Findings showed that the educators exposed children to opportunities to develop their communication and oral language skills, privileging general conversation and storybook reading. However, some educators appeared unaware of the various stages of phonological awareness and/or appeared to privilege phonics over and above earlier stages of development. The authors recommend that educators, managers and course designers seeking to support young children's emergent literacy development use a framework such as the one presented in this paper to evaluate their knowledges/practices/programmes and that further, larger scale research be conducted that compares educators' interview data with what they do in practice.  相似文献   

18.
Abstract

Over the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum: one structured and the other semi-structured, in a quasi-experimental design with a pre-test, post-test and follow-up. The study was carried out with the participation of 124 five- and six-year-old children who attended preschool in four schools in the north of Portugal. The results suggest that the Ouvir as Letras programme was more effective in facilitating the acquisition of basic skills to initiate children in the learning of written language.  相似文献   

19.
The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency.  相似文献   

20.
This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development.  相似文献   

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