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2014 ◽  
Vol 16 (4) ◽  
pp. 46-49
Keyword(s):  
Early Literacy ◽  
Education History ◽  
Childhood Education ◽  
Board Games ◽  
Theory To Practice ◽  
Colour Match

scholarly journals Restorying the image of the child’s body in early childhood education

2018 ◽  
Vol 21 (1) ◽  
pp. 7-19
Author(s):  
Connie M Antonsen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Creative Evolution ◽  
Childhood Education ◽  
Reflective Thought ◽  
Theory To Practice ◽  
Political Implications ◽  
Letting Go ◽  
Risky Play ◽  
The University

This article emerged through the author’s involvement with the University of Victoria’s Investigating Quality in Early Learning Environments project in British Columbia. During an eight-month internship, the author had the opportunity to collaborate with community facilitators in the province; participate in monthly learning-circle discussions with educators and researchers; share pedagogical narrations; connect theory to practice explicitly; and think with children’s bodily encounters. This article contributes to broader and deeper discussions about children’s bodies by placing value on reflective thought, decision-making, and action. While unpacking her own tensions of letting go of common assumptions about children’s bodies, the author considers the ethical and political implications of bodily encounters. To do this, she teases out the growing discourse of risky play and describes the value of thinking in moments of not knowing. Then, the author considers how early childhood education might restory the image of children’s bodies through conversations with other educators in a particular setting, while complexifying young bodies during a risky-play scenario of pulling loose boards onto a staircase. Through post-foundational theory, the educators and the author advocate for bodies by contesting the powers of dominant discourse and considering how bodies might search for meaning in the world. By opening space to think differently, by noticing, and by paying deep attention to the corporeal as it explores and generates truths that bring forth creative evolution, the author was taken by surprise to see what lies beyond that which she thought was possible.

Interactive Storybook-Based Intervention Effects on Kindergartners’ Language Development

2016 ◽  
Vol 38 (4) ◽  
pp. 212-229 ◽  
Author(s):  
Loes van Druten-Frietman ◽  
Heleen Strating ◽  
Eddie Denessen ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Formal Education ◽  
Language Use ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Childhood Education ◽  
Quasi Experimental ◽  
Experimental Study Design

A dialogic storybook-based intervention integrating dialogic storybook reading with early literacy activities is studied with a longitudinal quasi-experimental study design. The effects of this intervention, in addition to a regular early childhood education (ECE) program, on kindergartners’ vocabulary and phonological awareness development are analyzed for children from different backgrounds. Results indicated that the intervention may be effective in stimulating expressive vocabulary development. With regard to receptive vocabulary and phonological awareness measures, the intervention seems to have a similar effect to using a regular ECE program. The intervention had a similar effect for all children. Findings suggest that an active participation, in which the children are encouraged to talk about language, seems to be beneficial to enhance children’s language use; this aspect might be elaborated in existing or future ECE programs. The intervention can be used to help children from underprivileged families to gain language skills to ensure an optimal start of formal education in Grade 1.

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