Early childhood literacy: Creating a better world |
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| Authors: | Elizabeth Quintero |
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| Institution: | 1. Department of Teaching &2. Learning, Steinhardt School of Education , New York University , 239 Green Street, 200 East Bldg., New York , NY , 10003–6680 , USA Phone: +1–212–992–9480 E-mail: spq1@nyu.ed |
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| Abstract: | Abstract Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development. This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education. |
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