共查询到20条相似文献，搜索用时 359 毫秒
1.
Susan Britsch 《Early Childhood Education Journal》2010,38(3):171-177
Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading,
and writing skills in any language. Although little available research focuses on photography and early childhood education
as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in
classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with
image creation through photography for the language development of English Language Learners (ELLs) in the early childhood
classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article
provides a discussion of the role of the visual in English language development as a basis for a sample photography project
that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience
the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives.
The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs
requires that teachers possess such an informed understanding of the techniques that structure and assist language development. 相似文献
2.
《Early education and development》2013,24(4):289-300
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
3.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
4.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引：1，自引：1，他引：0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
5.
6.
In this article, the relationship between literacy practices and spatiality is explored in the context of family literacy. The article draws on fieldwork in family literacy classrooms as part of two evaluations in Croydon and Derbyshire of family learning provision. Methods of evaluation included classroom observations in rural and suburban locations. In addition, teachers and parents were interviewed. In this instance, family learning included literacy and language activities with parents and children in school and nursery settings. These were learning spaces where parents and children collaborated on joint projects including book making, storytelling, the making of visual artefacts and reading and writing activities. The research revealed how family literacy classrooms could be understood as ‘third spaces’, between home and school, offering parents and children discursive opportunities drawing on both domains. 相似文献
7.
8.
Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms
Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. 相似文献
9.
Observational studies suggest that early writing instruction rarely occurs in early childhood classrooms, despite the importance of supporting young children’s writing development. Morning Meeting Time (MMT) routine is a typically occurring large group activity in early childhood classrooms that is interactive and familiar to teachers and children. Because it is interactive, occurs daily in most preschool classrooms, and is comprised of regular routines that can easily be modified, MMT provides a meaningful context for promoting young children’s writing development. This article describes the characteristics of MMT, discusses the rationales for infusing interactive writing instruction into MMT, and provides seven research-based guidelines for adding writing to MMT in early childhood classroom environments. 相似文献
10.
Christina Yeager Pelatti Shayne B. Piasta Laura M. Justice Ann O’Connell 《Early childhood research quarterly》2014
The present study examined the language- and literacy-learning opportunities of 400 young children enrolled in 81 early childhood classrooms to address two research aims: (1) to describe typical language- and literacy-learning experiences afforded to young children in classrooms, and (2) to investigate the extent to which young children had different experiences within classrooms. Results revealed that participating children, on average, spent over 18 min, or 20% of their day, learning in key language and literacy domains. Further, our findings highlight considerable between- and within-classroom variability in language- and literacy-learning opportunities and suggest that young children are afforded different experiences in their classrooms, particularly in specific learning domains. Future investigations ought to further unpack classroom educational practices to ensure that all young children develop the requisite knowledge and skills necessary for academic success in kindergarten and beyond. 相似文献
11.
Positive approaches to learning are considered essential for young children’s school readiness and early school success. Researchers
have reported that positive learning approaches, such as attentiveness and goal orientation, are associated with higher levels
of early school achievement in math and reading. The present study extends this research by examining children’s learning
approaches in the context of classroom activities from a range of curricular areas. Ninety-two children from pre-kindergarten
and kindergarten classrooms took part in the study. Four approaches to learning were rated during children’s participation
in seven classroom learning activities. Results showed that positive learning approaches were a significant contributor to
children’s performance, but they were not equally effective in all activities. The effectiveness of a learning approach depends,
in part, on the characteristics of the activity in which the child is engaged. We discuss the implications of these results
for understanding the study of learning approaches, and for classroom practices designed to promote their development. 相似文献
12.
Donna Gwyn Wiggins 《Early Childhood Education Journal》2007,35(1):55-64
Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music
activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators
can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy
education. 相似文献
13.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
14.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control).
Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name
and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and
post-tested on alphabet, phonological awareness, letter–word identification, emergent reading, and developmental spelling
measures. Results suggest benefits of combined letter name and sound instruction in promoting children’s letter sound acquisition.
Benefits did not generalize to other emergent literacy skills. 相似文献
15.
In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher
effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher
efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its
potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance
of their students.
Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education
and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary
education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University
of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation
of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary
classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and
program development, classroom learning theory and children’s literature. 相似文献
16.
Howard P. Parette Jack J. Hourcade Jenny M. Dinelli Nichole M. Boeckmann 《Early Childhood Education Journal》2009,36(4):355-363
Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between
children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target
five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software,
is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a
brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the
potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. 相似文献
17.
Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University. 相似文献
18.
Gary E. Bingham Margaret F. Quinn Kyla McRoy Xiao Zhang Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611
Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. 相似文献
19.
This article examines an ESL English language arts teacher’s conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students’ learning needs. The successes and paradoxes of, as well as constraints to, those efforts are explored. The paper uses Ball’s theory of generativity and recent research on effective English language arts instruction in culturally and linguistically complex classrooms to facilitate analysis. It offers some implications for teachers’ development of generativity for teaching culturally and linguistically diverse students. 相似文献
20.
Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(3):223-229
Abstract Students in early childhood teacher education programs are expected to know, plan curriculum, and teach within several sets of content area, national, state, and local, learning standards. Understanding where these standards originated and why they are important within the context of classroom practice will help new teachers begin their careers aware of their role in helping children become competent in the content‐area standards. At the heart of the standards movement are the early literacy standards, necessary for achieving both reading and language arts competencies and for achieving competency in social studies, science, and mathematics in the K‐12 grades. Understanding and applying the standards, through best practices, can guide teachers in the writing of objectives, development of activities, selection of materials, and the authentic assessment of children's learning within their classroom. 相似文献