scholarly journals Sociomaterial Dimensions of Early Literacy Learning Spaces: Moving Through Classrooms with Teacher and Children

2019 ◽  
pp. 21-38
Author(s):  
Lisa Kervin ◽  
Barbara Comber ◽  
Aspa Baroutsis
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Learning Spaces

scholarly journals Book Review: The Power of Play: Designing Early Learning Spaces

2015 ◽  
Vol 55 (1) ◽  
pp. 68
Author(s):  
Jenny Foster Stenis
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Early Learning ◽  
Learning Spaces ◽  
Hands On

The Power of Play: Designing Early Learning Spaces is a discussion of how libraries are reinventing space to offer “play and learn opportunities” (xiii) to families. Predicated on the idea that play and interaction with caregivers enhances literacy learning, this book is designed as a hands-on guide in developing a library plan to implement early literacy play spaces in libraries of all sizes and budgets.

scholarly journals The Storied Lives Children Play: Multimodal Approaches Using Storytelling

2014 ◽  
Vol 39 (2) ◽  
pp. 11-20
Author(s):  
Marni Binder
Keyword(s):  
Early Literacy ◽  
Meaning Making ◽  
Literacy Learning ◽  
Acting Out ◽  
Learning Spaces ◽  
Socially Constructed ◽  
Children's Narratives ◽  
The World ◽  
Opening Up ◽  
Kindergarten Class

This paper explores a qualitative research project that drew on the work of Vivian Gussin Paley’s (1991) storytelling curriculum, where the following concepts were explored: children’s narratives through stories told, acted, and visually represented; how children construct meaning in their world; and the empowerment of voice. The study focused on the processes and growth that a diverse junior and senior kindergarten class underwent over eight weeks. The study has important implications for pedagogy and offers an innovative approach to a storytelling curriculum that engages multimodal frameworks for early literacy learning. Presenting opportunities for children to voice their storied lives orally, in image and text, and nonverbally through acting out stories enables them to explore and connect their identity texts to self, others, and the world. By engaging in, with, and through story, children reveal the complexity of their meaning-making processes, interconnecting imaginative and real experiences. By opening up learning spaces for socially constructed experiences, children’s storied lives are made visible.

scholarly journals Notions of agency in early literacy classrooms: Assemblages and productive intersections

2019 ◽  
pp. 146879841986648 ◽  
Author(s):  
Karen Daniels
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Classroom Culture ◽  
Three Dimensions ◽  
Power Dynamics ◽  
Individual Subject ◽  
Common Notion ◽  
To Come ◽  
The Individual ◽  
Moving Bodies

Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article, I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of assemblage and people yet to come, as defined by Deleuze and Guattari and Spinoza’s common notion. I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children’s moving bodies; the classroom; and its materials. I propose that children’s ongoing movements create possibilities for ‘doing’ and ‘being’ that flow across and between children. I argue that thinking with assemblages can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities that these concepts can perpetuate within early education settings.

High Quality Early Literacy Programs

2001 ◽  
Vol 26 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Leonie Arthur ◽  
Laurie Makin
Keyword(s):  
Early Literacy ◽  
New South ◽  
Adult Child ◽  
Literacy Learning ◽  
Literacy Programs ◽  
High Quality ◽  
Literacy Experiences ◽  
South Wales ◽  
Children's Home ◽  
Before School

There is an increasing recognition of the importance of literacy learning in the years before school. Key principles of high quality literacy programs for young children have been developed as the result of a recent study of 79 preschool and long day care centres in New South Wales. These principles include communicating with families about literacy, building on children's home experiences, planning to support individual literacy needs, integrating literacy experiences across the curriculum, and adult—child interactions that scaffold literacy understandings.

scholarly journals The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning

2015 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Linda Newman ◽  
Loveth Obed
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Development Policy ◽  
Early Childhood Development ◽  
Life Experiences ◽  
National Policy ◽  
Literacy Learning ◽  
Childhood Development ◽  
The Social

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.

scholarly journals A Look at Grade 2 Writing: Successes and Challenges in Early Literacy Development

2013 ◽  
Vol 7 (1) ◽  
pp. 269-281
Author(s):  
Hetty Roessingh
Keyword(s):  
Early Literacy ◽  
Literacy Development ◽  
Literacy Learning ◽  
Complex Interaction ◽  
Vocabulary Knowledge ◽  
Thought Processes ◽  
Linguistic Resources ◽  
Early Literacy Development ◽  
End Of Grade ◽  
Successes And Challenges

The keys to early literacy development to the end of Grade 2 are a strong foundation in the skills of printing and spelling. These provide the underpinnings that unlock the cognitive and linguistic resources youngsters are developing in the early stages of literacy learning. Illustrative examples of children’s efforts in the writing process at the end of Grade 2 demonstrates the complex interaction between skills, cognitive and metacognitive thought processes, and vocabulary knowledge that launch youngsters into the next steps of literacy—one that significantly challenges them.

scholarly journals FUNCIONES NEUROPSICOLÓGICAS EN LAS HABILIDADES DE INICIO A LA LECTOESCRITURA

2016 ◽  
Vol 1 (1) ◽  
pp. 115 ◽  
Author(s):  
Yazna Cisternas Rojas ◽  
Roberta Ceccato ◽  
Mª Dolores Gil Llario ◽  
Mª Isabel Marí Sanmillán
Keyword(s):  
Visual Perception ◽  
Spatial Structure ◽  
Early Literacy ◽  
Brain Plasticity ◽  
Strong Relationship ◽  
Literacy Learning ◽  
Rapid Automatized Naming ◽  
Brain Functions ◽  
Neurocognitive Functions ◽  
Neuropsychological Functions

Abstract:Numerous studies have tried to identify the set of skills and knowledge that are the basis for the development of literacy as phonological awareness, orthographic awareness and RAN. Since learning of literacy has its onset between 3 and 6 years, which is the maximum period of brain plasticity, it is clear the need to relate certain brain functions with the early onset of the skills that are the basis of its learning. Thus, the main objective of this work is the detection of neuropsychological functions that allow proper development of all those skills. Participants were 119 students who have been assessed twice, when 4 and 5 years old. The instruments used were the BIL, the Rapid Automatized Naming and CUMANIN. Results indicate that at 4 years all neuropsychological variables that were examined showed a positive correlation with the alphabetically knowledge presented by children. Moreover, in this age has also been relevant the role of spatial structure and visual perception in acquiring the ability to recognize and name as quickly as possible a series of stimuli. Thus, we conclude the presence of a strong relationship between neurocognitive functions (as psychomotricity, spatial structure, attention and visual perception) and the early literacy learning skills.Keywords: neuropsychological functions, literacy, spatial structuring, visual perception, attention.Resumen:Numerosas investigaciones han tratado de identificar el conjunto de habilidades y conocimientos que sirven de base para el desarrollo de la lectoescritura como la conciencia fonológica, la conciencia ortográfica y la RAN. Ya que el aprendizaje de la lectoescritura tiene su inicio entre los 3 y los 6 años, período de máxima plasticidad del cerebro, resulta clara la necesidad de relacionar ciertas funciones cerebrales con la aparición temprana de las habilidades que están a la base del aprendizaje de la misma. Así pues, el objetivo principal de este trabajo consiste en la detección de las funciones neuropsicológicas que permiten un correcto desarrollo de todas esas habilidades. Los participantes fueron 119 alumnos que han sido evaluados en dos momentos, a los 4 y a los 5 años. Los instrumentos utilizados fueron la Bateria de Inicio a la Lectura, la Rapid Automatized Naming y el Cuestionario de Madurez Neuropsicológica Infantil. Los resultados indican que a los 4 años todas las variables neuropsicológicas que se han examinado presentan una correlación positiva con el conocimiento alfabético presentado por los niños. Además, en esta misma edad también se ha mostrado relevante el papel de la estructuración espacial y de la visopercepción en la adquisición de la capacidad de reconocer y nombrar cuanto más rápidamente posible unas series de estímulos. Así pues, se concluye la presencia fuerte relación entre las funciones neurocognitivas de psicomotricidad, estructuración espacial, visopercepción y atención y las habilidades fundamentales y básicas a la hora de aprender a leer y escribir.Palabras clave: funciones neuropsicológicas, lectoescritura, estructuración espacial, visopercepción, atención.

scholarly journals EFEKTIFITAS MEDIA KARTU DALAM PEMBELAJARAN MEMBACA PERMULAAN

2015 ◽  
Vol 15 (2) ◽  
pp. 136
Author(s):  
Khairunnisak Khairunnisak
Keyword(s):  
Action Research ◽  
Early Literacy ◽  
Reading Skills ◽  
Literacy Learning ◽  
Class I ◽  
Test Results ◽  
Flash Cards ◽  
Classroom Action Research ◽  
Academic Year ◽  
Banda Aceh

The utilization of flash cards is one of the teaching methods in early literacy learning within Bahasa Indonesia subject. These are simply cards that display the written word. Flash cards can be bright and colorful and make a real impact on visual learners. Among many methods, it was considered one of the best fit for children at reading age. This article aims to determine the extent of the use of flash card as a medium of learning in improving the reading skills of students of class I MIN Rukoh Banda Aceh for the academic year of 2012/2013. This study is a Classroom Action Research (CAR), which is the research conducted in a classroom using specific learning media, which in this regard is the flash cards. Data for this study is gathered through test results, observation during the learning process, and interview with teacher and several selected students. Data were analyzed using descriptive-comparative technique, in which each test results of the students’ reading abilities were compared to each other. Further, the results is described in an assessment data in the form of grades. The findings shows that teaching process using flash cards as a medium of learning are able improve early reading skills of students of MIN Rukoh Banda Aceh, especially those who are in class I, for the academic year 2012/2013. Keywords: Flash cards; Classroom action research; Literacy learning

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