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ERIC Number: EJ1114945
Record Type: Journal
Publication Date: 2016-Nov
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
"Little Pig, Little Pig, Yet Me Come In!" Animating "The Three Little Pigs" with Preschoolers
Rhoades, Mindi
Early Childhood Education Journal, v44 n6 p595-603 Nov 2016
Early childhood education, particularly through the influence of the Reggio Emilia model, traditionally has a strong affinity for arts-based, inquiry-based, interdisciplinary pedagogy. However, in the US, as standardized testing and curricula creep into early childhood classrooms, they marginalize arts-based learning and the kinds of playful, collective, student-centered, experimental approaches it encourages. Relegating arts to the margins ignores their abilities as powerful learning "languages" in their own right, as well as their benefits and the possibilities they open for interdisciplinary and transdisciplinary learning. This article presents a 2-month project in a preschool class that implemented arts-based meaning-making strategies built around student interest in the children's book classic, "The Three Little Pigs and the Big Bad Wolf." The subsequent analysis uses an emergent literacy framework, adding two of the eleven core New Media Literacies concerns (play and transmedia navigation), to examine ways arts-based inquiry projects and new technologies can support preschoolers' development of multiple, multimodal, and digital literacies.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A