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Franco, Janelle; Orellana, Marjorie F.; Franke, Megan L. – Journal of Early Childhood Literacy, 2021
Accountability mandates linked to state education standards and assessments have largely replaced play in early childhood classrooms. This approach limits educators' opportunities by preventing them from using play as a means of identifying and expanding children's diverse range of competencies. In this ethnographic case study, we explore how…
Descriptors: Multilingualism, Preschool Children, Preschool Education, Case Studies
Bonneton-Botte, Nathalie; Beucher-Marsal, Claude; Bara, Florence; Muller, Julie; Corf, Laurence Le; Quéméneur, Marielle; Dare, Maud – Journal of Early Childhood Literacy, 2021
The process of teaching and learning handwriting is complex and laborious. A digital learning environment in the form of a tablet app could enhance teachers' knowledge of writer characteristics and their management of classroom diversity. This study aims to identify the needs of cursive writing teachers from a survey of 164 kindergarten teachers…
Descriptors: Handwriting, Teaching Methods, Scaffolding (Teaching Technique), Classroom Techniques
Walsh, Rosalind L.; Hodge, Kerry A. – Journal of Early Childhood Literacy, 2018
A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and…
Descriptors: Intervention, Experimental Groups, Thinking Skills, Skill Development
Zapata, Angie; Sánchez, Lenny; Robinson, Ariel – Journal of Early Childhood Literacy, 2018
The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer's Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer's five stances during and after text…
Descriptors: Postmodernism, Picture Books, Teacher Student Relationship, Literacy