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ERIC Number: EJ988532
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0966-9760
Young Learners: Teachers' Conceptualisation and Practice of Literacy in Australian Preschool Contexts
Scull, Janet; Nolan, Andrea; Raban, Bridie
International Journal of Early Years Education, v20 n4 p379-391 2012
This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning. (Contains 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; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia