• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >A case study of early literacy routines in a kindergarten classroom: A sociocultural perspective.
【24h】

A case study of early literacy routines in a kindergarten classroom: A sociocultural perspective.

机译：幼儿园教室早期识字习惯的案例研究：一种社会文化视角。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This case study examines early literacy experiences of students in a low-income, culturally diverse kindergarten class. Its purposes are to provide an insider's point of view of children's early literacy experiences in school, to highlight the significance of social environment and interaction in relation to literacy acquisition, to uncover the role of classroom routines in socializing children into the culture of literacy, and to capture the voices of children and teachers as they express their successes and frustrations in relation to literacy learning. Utilizing methods of participant observation, collection of artifacts, interviews, and informal conversations, ten literacy routines were identified at the classroom site. Three are student-directed, individual, daily literacy explorations: journals, daily work plan, and reading groups. Another three are teacher-directed, whole-group, daily literacy explorations: morning message, calendar, and storytime. Finally, four are mechanisms that link classroom life to the home: book of the week, student of the week, the agenda, and reading folders.; There are five key findings: (1) The teacher intended the literacy routines in this sociocultural context to promote academic skills in the intellectual preparation of learning to read. (2) The teacher intended the routines to promote the students' social development by encouraging them to interact as active members of a classroom community. (3) The teacher intended routines to convey emotional messages to students, teaching them to behave in ways the teacher deemed appropriate for her classroom environment. (4) From a critical perspective, some of the routines privileged some students while silencing others. (5) The classroom teacher was limited in her instructional choices because of the particular school context in which she teaches.
机译：本案例研究考察了低收入，文化多元的幼儿园班级学生的早期识字经历。其目的是提供内部人对儿童在学校早期识字经验的观点，强调社会环境和互动对识字能力的重要性，揭示课堂常规在使儿童融入识字文化中的作用，以及在儿童和教师表达他们在识字学习方面的成功和挫败感时捕捉他们的声音。利用参与者观察，文物收集，访谈和非正式对话的方法，在教室现场确定了十个识字例程。三个是学生指导的，个人的日常读写能力探索：期刊，日常工作计划和阅读小组。另外三个是教师指导的，全组的日常扫盲探索：早上的信息，日历和故事时间。最后，有四种机制将教室的生活与家庭联系起来：一周的书，一周的学生，日程安排和阅读文件夹。有五个主要发现：（1）教师打算在这种社会文化背景下进行扫盲程序，以提高学习技能，从而为阅读学习提供智力上的准备。 （2）老师通过鼓励学生以课堂社区的活跃成员的身份进行互动，以促进学生的社会发展。 （3）老师打算让例程向学生传达情感信息，教导他们以老师认为适合其课堂环境的方式行事。 （4）从批判的角度来看，有些套路使某些学生享有特权，而使其他学生沉默。 （5）由于课堂教学的特殊环境，课堂老师的教学选择受到限制。

著录项

  • 作者

    Crayton, Lisa Christina.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Curriculum and Instruction.; Education Early Childhood.; Education Reading.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 288 p.
  • 总页数 288
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;学前教育、幼儿教育;教育;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号