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Early Literacy Experiences of Independent University Youth

机译:独立大学青年的早期识字经历

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The purpose of this constructivist qualitative study is to describe the early literacy experiences of independent university students at a mid-size public institution in the Rocky Mountain region of the Western United States. Data are collected through single, face-to-face, semi-structured one hour interviews with five volunteer participants. The narrative study finds that the parallel experiences in early life and early literacy of the participants relate to their pursuit of higher education and also challenges stereotypes which educators and caregivers may hold about poor and seemingly dysfunctional families. This research informs the best practices of early childhood educators, higher education faculty, caregivers, and service providers.
机译:这项建构主义定性研究的目的是描述美国西部落基山地区中型公共机构中独立大学生的早期识字经历。通过一次与五个志愿者的面对面,半结构化的一小时访谈收集数据。叙述性研究发现,参与者在早期生活和早期识字方面的平行经历与他们对高等教育的追求有关,并且还挑战了教育者和看护者可能对贫困和看似功能失调的家庭所持的陈规定型观念。这项研究为幼儿教育者,高等教育机构,护理人员和服务提供者的最佳实践提供了信息。

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