A Case Study in Using Explicit Instruction to Teach Young Children Counting Skills

2015 ◽  
Vol 8 (2) ◽  
pp. 37-54
Author(s):  
Vanessa Hinton ◽  
Shaunita Stroizer ◽  
Margaret Flores
Keyword(s):  
Young Children ◽  
Explicit Instruction

Developing Metacognitive Thinking in Young Children: A Case Study

1998 ◽  
Vol 13 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Tom Lowrie
Keyword(s):  
Young Children ◽  
Point Of View ◽  
Folk Tale ◽  
Metacognitive Processes ◽  
Questioning Techniques

This article reports a case study involving a talented Year 1 (aged 6) child who was challenged to “take another person's point of view” when responding to a series of questions based on a well-known folk tale. It is argued that the use of effective questioning techniques allowed the child to develop a variety of metacognitive processes.

scholarly journals Moving in small steps towards verb second: A case study

2011 ◽  
Vol 34 (3) ◽  
pp. 331-359 ◽  
Author(s):  
Christian Waldmann
Keyword(s):  
Young Children ◽  
Syntactic Structure ◽  
Verb Second ◽  
Important Data ◽  
Rule Based ◽  
Frequent Word

This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

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