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首页> 外文学位 >Constructing literacy: Disadvantaged Irish mothers' attempts at developing literacy with their preschool children during storybook reading and jigsaw puzzle building.
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Constructing literacy: Disadvantaged Irish mothers' attempts at developing literacy with their preschool children during storybook reading and jigsaw puzzle building.

机译：增强识字能力：不利的爱尔兰母亲在读故事书和拼图游戏期间试图与学龄前儿童发展识字能力。

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摘要

Early childhood research beginning in the 1960s has focused on the literacy experiences of preschool children in the home and the contribution of those experiences to later school success. Decades of research since then have investigated learning experiences of preschool children as they interacted with caregivers, siblings or peers prior to formal schooling (Durkin, 1966; Heath, 1983).; In this qualitative investigation into early literacy events that occur between disadvantaged Irish mothers and their children, four research questions were investigated. (1) How do disadvantaged Irish mothers engage their preschool children in literacy events such as storybook reading and jigsaw puzzle building? (2) How does the mother's previous school experience affect her role as the child's first teacher? (3) How does the culture of the neighborhood affect the child's developing literacy? (4) What risk factors inhibit literacy development in these Irish children?; This study examined the conversational exchanges between three disadvantaged Irish mothers and their preschool children living near Dublin, Ireland, as the mothers read a storybook to their children and assisted them in jigsaw puzzle building. Conversations were recorded, transcribed and analyzed into reading skill and teaching strategy categories for the purpose of determining the mothers' literacy intent during her turn. Journal notes, field notes and interviews with the mothers recorded other information and allowed for triangulation of data.; The results of this investigation indicated four findings. The first finding was that these disadvantaged mothers employed many of the same techniques that classroom teachers use during the reading lesson. They attempted high-level and low-level questions, teaching strategies, and other interactions that are so familiar in the classroom. The second finding was that jigsaw puzzle building produced a richer literacy interaction than storybook reading. The third finding was that the environment of the disadvantaged neighborhood posed many risks to children's literacy development. A final finding was that the mothers used thinking out loud behavior to vocalize their inner thoughts during literacy interactions.; Future research suggests studying mother/child dyads in other socio-economic environments and cultures to determine if other mothers practice the same skills and strategies as these mothers.
机译：从1960年代开始的儿童早期研究集中在学龄前儿童在家中的识字经验以及这些经验对以后的学校成功的贡献。从那以后，数十年的研究调查了学龄前儿童在正式上学之前与照顾者，兄弟姐妹或同伴互动时的学习经历（Durkin，1966； Heath，1983）。在对处于不利地位的爱尔兰母亲及其子女之间发生的早期扫盲事件的定性调查中，调查了四个研究问题。 （1）处境不利的爱尔兰母亲如何使他们的学龄前儿童参加识字活动，例如故事书阅读和拼图游戏？ （2）母亲以前的上学经历如何影响她作为孩子的第一任老师的角色？ （3）邻里文化如何影响孩子的识字能力？ （4）哪些危险因素抑制了这些爱尔兰儿童的识字能力？这项研究考察了三名处境不利的爱尔兰母亲与居住在爱尔兰都柏林附近的学龄前儿童之间的对话交流，因为母亲们为孩子们读了一本故事书，并帮助他们建立拼图游戏。记录，转录和分析会话，将其分为阅读技能和教学策略类别，以确定母亲轮到母亲时的识字意图。日记本，田野笔记和与母亲的访谈记录了其他信息，并允许对数据进行三角测量。这项调查的结果表明了四个发现。第一个发现是，这些处境不利的母亲使用了许多与课堂老师在阅读课中使用的相同技术。他们尝试了在课堂上非常熟悉的高级和低级问题，教学策略以及其他互动。第二个发现是拼图游戏比故事书阅读产生了更丰富的读写互动。第三个发现是，弱势社区的环境对儿童的读写能力发展构成了许多风险。最后的发现是，母亲在识字互动中使用了大声思考的行为来表达内心的想法。未来的研究建议研究其他社会经济环境和文化中的母亲/儿童二元组，以确定其他母亲是否在实践与这些母亲相同的技能和策略。

著录项

  • 作者

    Johnson, Dorothy Priscilla.;

  • 作者单位

    Florida International University.;

  • 授予单位 Florida International University.;
  • 学科 Education Early Childhood.; Education Reading.; Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 238 p.
  • 总页数 238
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 学前教育、幼儿教育;教育;教育;
  • 关键词

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