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ERIC Number: EJ1023869
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1938-8071
How Kindergarten Students Connect and Critically Respond to Themes of Social Class in Children's Literature
Labadie, Meredith; Pole, Kathryn; Rogers, Rebecca
Literacy Research and Instruction, v52 n4 p312-338 2013
This study examines how critical literacy read-alouds can be facilitated in an early childhood setting. More specifically, it describes how books allow young children to connect with experiences that help them identify and challenge inequality and envision social change. A classroom teacher and two university-based researchers collaborated to conduct this qualitative study that took place in one suburban Midwestern U.S. kindergarten class. Discussions and students' responses to read-alouds over a seven month period of time were analyzed. The findings demonstrate that, with support, children can develop more nuanced understandings of social class within and across texts. This research holds significant implications for how young children might be guided to examine critical social issues through the literacy curriculum and how such instruction can deepen students' engagement with texts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A