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ERIC Number: EJ804871
Record Type: Journal
Publication Date: 2006-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0312-5033
Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices
McLachlan, Claire; Carvalho, Lucila; de Lautour, Nicky; Kumar, Koshila
Australian Journal of Early Childhood, v31 n2 p31-41 Jun 2006
Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which "Te Whariki" (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored. (Contains 8 tables.)
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand