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ERIC Number: EJ980839
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0957-5146
Emergent Literacy Activities in the Final Preschool Year in the German Federal States of Bavaria and Hesse
Smidt, Wilfried K.; Lehrl, Simone; Anders, Yvonne; Pohlmann-Rother, Sanna; Kluczniok, Katharina
Early Years: An International Journal of Research and Development, v32 n3 p301-312 2012
Emergent literacy activities are considered to be important for promoting children's emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children's preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities. (Contains 1 figure, 5 tables and 1 note.)
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: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany