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首页> 外文学位 >'My brain is saying, I'm rich. I'm rich.': A study of young children's perceptions about the process of learning to read and write.
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'My brain is saying, I'm rich. I'm rich.': A study of young children's perceptions about the process of learning to read and write.

机译：“我的大脑说，我很富有。我很富有。”：对幼儿对学习读写过程的看法的研究。

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摘要

This qualitative study employed teacher research methodology to focus on the experiences of seven kindergarten children to examine their perceptions about the process of becoming literate. Children's conversations were audio taped daily during whole-group reading times, whole-group reflection times, and individual choice times. Data collection also included regular observations, formal and informal literacy assessment, document review, and interviews with children and parents.; Pattern analysis of data revealed the activities, materials, resources, and strategies the children viewed as supportive of them as readers and writers. Themes most frequently verbalized by the children were: (a) using literacy materials as resources in the classroom, (b) interacting with adults, children, and materials at home, (c) interacting with classmates during literacy activities, and (d) actively participating in the writing process through journal writing and written conversations. These and other less frequently verbalized themes were presented through detailed narrative descriptions supported by the students' own words.; Implications from this study include those that are personal as well as those that provide further confirmation of current findings in the field. Personally, the researcher developed deeper understanding of the importance of: (a) supporting children in a variety of meaningful literacy activities, (b) supporting children in using a balance of cue systems, (c) interacting with children during literacy activities, (d) encouraging children to interact with one another, (e) providing easy access to a variety of books and other materials, and (f) encouraging children to draw on practices, resources, and strategies used at home with family members and community settings. Providing further support for current speculation in the fields of literacy learning and teacher research, the study implies that teachers can inform their practice by: (a) conducting teacher research regularly, (b) examining learning from the child's perspective, and (c) drawing out and drawing on children's metacognitive abilities. The study suggests further research that investigates children's perspectives in a range of settings.
机译：这项定性研究采用教师研究方法，重点研究了七个幼儿园儿童的经历，以检验他们对识字过程的看法。在全组阅读时间，全组反射时间和个人选择时间中，每天都会对儿童的谈话进行录音。数据收集还包括定期观察，正式和非正式扫盲评估，文件审查以及与儿童和父母的访谈。数据的模式分析显示了孩子们认为是他们作为读者和作家的支持者的活动，材料，资源和策略。儿童最常讲的主题是：（a）在教室中使用扫盲材料作为资源；（b）与成人，儿童和家庭中的材料互动；（c）在扫盲活动中与同学互动；以及（d）积极地与同学互动通过日记写作和书面对话参与写作过程。这些和其他不太频繁的口头表达主题是通过学生自己的话语支持的详细叙事描述来呈现的。这项研究的含义包括个人含义以及可以进一步证实该领域当前发现的含义。就个人而言，研究人员对以下方面的重要性有了更深入的了解：（a）支持儿童进行各种有意义的扫盲活动，（b）支持儿童使用平衡的提示系统，（c）在扫盲活动中与儿童互动，（d ）鼓励孩子们互相交流，（e）提供容易获得的各种书籍和其他材料，以及（f）鼓励孩子们利用家庭成员和社区环境在家中使用的做法，资源和策略。该研究暗示着教师可以通过以下方式为他们的实践提供信息，即：（a）定期进行教师研究，（b）从孩子的角度检查学习情况，以及（c）绘画，从而为扫盲学习和教师研究领域的当前推测提供进一步的支持。并利用儿童的元认知能力。该研究建议进一步研究，以调查儿童在各种环境中的观点。

著录项

  • 作者

    Drake, Martha Jane.;

  • 作者单位

    University of South Carolina.;

  • 授予单位 University of South Carolina.;
  • 学科 Education Early Childhood.; Education Reading.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 287 p.
  • 总页数 287
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 学前教育、幼儿教育;教育;
  • 关键词

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