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ERIC Number: ED400954
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
Pre-Service Teachers as Literacy Mediators during Children's Play.
Araujo, Luisa
This study investigated patterns of social interaction among four preservice teachers and kindergarten children in the context of literacy-enriched play centers. Specifically, the study addressed the following questions: Is there a relationship between preservice teachers' beliefs about children's literacy knowledge and the way in which they provide literacy information; and, to what degree do preservice teachers' interactions contribute to children's literacy learning? Over a period of 3 months, data were collected using ethnographic techniques of interviews, observations, field notes, and audio tapes. Patterns in the data indicated that preservice teachers and kindergarten children literacy conversations were predominantly adult-initiated and adult-controlled. Furthermore, interview data analysis suggested that preservice teachers' sociocultural beliefs influence their interactional style. Namely, those preservice teachers who believe that African-American children have deficient language skills seemed to adopt a cultural deficit model of teaching, while the preservice teachers who believed that the children were capable language users seemed to adopt a culturally responsive model of teaching. (Contains 16 references.) (Author/WJC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A