“Dear Sophia, I’m Going to Another World”

2014 ◽  
pp. 118-141
Author(s):  
Stacia M. Stribling ◽  
Elizabeth K. DeMulder
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Critical Literacy ◽  
Literacy Instruction ◽  
Literacy Development ◽  
Literacy Practices ◽  
Classroom Community ◽  
Literacy Learning ◽  
Early Childhood Settings ◽  
Relevant Pedagogy

This chapter shares anecdotes from two early childhood classrooms where issues of diversity helped shape and drive literacy instruction. The stories of change and challenge in these two classroom settings highlight the potential for literacy learning when it is grounded in critical, culturally relevant pedagogy, and when it takes seriously the knowledge and experiences students bring to the classroom community. The chapter has four main purposes: (a) to emphasize the need to reframe/redefine what it means to be literate, (b) to explore the ways that innovative critical literacy practices can be used in early childhood settings as effective methods for engaging young children and supporting their literacy development, (c) to share some of the tensions that emerge when incorporating critical literacy practices in diverse early childhood settings, and (d) to propose ways to better prepare and support teachers to do this work.

Citizenship for All in the Literate Community: An Ethnography of Young Children with Significant Disabilities in Inclusive Early Childhood Settings

2004 ◽  
Vol 74 (4) ◽  
pp. 373-403 ◽  
Author(s):  
CHRISTOPHER KLIEWER ◽  
LINDA MAY FITZGERALD ◽  
JODI MEYER-MORK ◽  
PATRESA HARTMAN ◽  
PAT ENGLISH-SAND ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Literacy Development ◽  
Children With Disabilities ◽  
Ethnographic Methods ◽  
Significant Disabilities ◽  
Making Meaning ◽  
Children's Narratives ◽  
Early Childhood Settings ◽  
Inclusive Early Childhood

In this study, Christopher Kliewer, Linda Fitzgerald, Jodi Meyer-Mork, Patresa Hartman, Pat English-Sand, and Donna Raschke use ethnographic methods to explore literacy development in young children considered to have significant disabilities. The study settings included nine preschool and kindergarten classrooms across five programs, all of which involved children with and without disabilities learning side-byside. Over the course of two school years, the authors observed teachers emphasizing children's narratives, and in so doing effectively fostering the citizenship of all children in the literate communities of the classrooms under study. The authors describe several themes that appeared in their data related to fostering effective literacy development in children historically segregated from rich curricular opportunities. In this effort, defining literacy as making meaning and interpreting children with disabilities as competent meaning-makers was foremost.

scholarly journals ‘Building Bridges’ and Indigenous Literacy: Learning from Indigenous Families

2001 ◽  
Vol 2 (1) ◽  
pp. 95-103
Author(s):  
Megan Grant
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Literacy Development ◽  
Literacy Learning ◽  
Department Of Education ◽  
Innovative Project ◽  
Indigenous Children ◽  
Education Training

This article outlines the Australian Early Childhood Association project Building Bridges: literacy development for young indigenous children, funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in indigenous young children.

The (im)materiality of literacy in early childhood: A socio-material approach to online and offline events

2021 ◽  
pp. 1476718X2098385
Author(s):  
Alejandra Pacheco-Costa ◽  
Fernando Guzmán-Simón
Keyword(s):  
Early Childhood ◽  
Literacy Development ◽  
Research Method ◽  
Literacy Practices ◽  
Literacy Studies ◽  
Hybrid Nature ◽  
Ethnographic Approach ◽  
The Way

Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

scholarly journals Supporting Executive Function Skills in Early Childhood: Using a Peer Buddy Approach for Community, Confidence, and Citizenship

2016 ◽  
Vol 3 (1) ◽  
pp. 158 ◽  
Author(s):  
Kathleen I. Harris
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Academic Success ◽  
Young Children ◽  
Social Interactions ◽  
Community Building ◽  
Classroom Community ◽  
Problem Solving Skills ◽  
Cognitive Decision ◽  
Positive Social Skills

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

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.

Toward a Participatory View of Early Literacies in Second Language Contexts

2019 ◽  
pp. 378-402
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Early Childhood Teachers ◽  
Language Context ◽  
Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

Young children's rough and tumble play: Developing effective policies for educators of pre-schoolers

2009 ◽  
Vol 34 (4) ◽  
pp. 13-16 ◽  
Author(s):  
Michelle T. Tannock
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Policy Development ◽  
Research Study ◽  
Effective Strategies ◽  
Effective Policy ◽  
Early Childhood Settings

This article outlines rough and tumble play of young children in early childhood settings and strategies for educators seeking to manage the play. Descriptions and a categorization of the elements of rough and tumble play observed as part of a research study are presented which serve as a foundation to interpret and manage the play. An example of effective policy development is presented in support of educators developing effective strategies to successfully incorporate rough and tumble play in their early childhood settings.

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