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ERIC Number: ED376930
Record Type: Non-Journal
Publication Date: 1993-Oct
Pages: 31
Abstractor: N/A
Reference Count: N/A
Developing Literacy at Kindergarten: An Examination of Teacher's Beliefs and Practices.
McLachlan-Smith, Claire
This study examined New Zealand kindergarten teachers' perceptions or implicit theories of their role in children's learning, the nature of their curriculum, and how they perceived children as learners. Twelve head teachers of urban kindergartens were interviewed on the basis of Carr and Kemmis' (1983) seven categories of teacher knowledge: (1) common sense; (2) folk wisdom; (3) skill knowledge; (4) contextual knowledge; (5) professional knowledge; (6) educational theory; and (7) social and moral theories and general philosophical outlook. Case studies were generated from the interviews and verified by the participants. Four non-mutually exclusive themes that emerged from the interviews are discussed in separate sections. Teachers perceived their role as: (1) making up a gap or deficit; (2) providing an environmental, asking questions, and encouraging experimentation; (3) teaching skills; or, (4) being an expert/parent educator. Extensive quotes from the interviews are included in each section. The way that teachers conceptualize the purposes and outcomes of their curriculum is discussed in terms of four emerging themes: free play/enriched environment, readiness, structure, and talking with teachers. These themes from the interviews concerning teachers' beliefs about children's cognitive and literacy development, and resulting teacher practices, are also discussed. (Contains 49 references.) (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand