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1.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引：1，自引：0，他引：1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
2.
Pauline Davey Zeece 《Early Childhood Education Journal》2006,34(2):169-175
The National Reading Panel (NRP) issued a Congressional mandated report to identify key skills and methods related to the development of successful reading skills. One of the first of identified skills is phonemic awareness. This column addresses this area of reading instruction and provides suggestions for literature to be shared with young readers and listeners that support phonemic awareness. Fifteen children’s books are reviewed and recommended. 相似文献
3.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
4.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
5.
Societies can examine themselves and their values through examining their literature and the way they use literature in values
education. This research investigated the values embodied in children’s literature used by early childhood teachers in Israeli
state schools. On the basis of questionnaires completed by 14 early childhood educators, and analysis of the official list
of recommended children’s books published by the Israeli Ministry of Education, the value “mutual respect and friendship”
was found to be most prominent. Structural aspects of children’s books were seen to emphasize the values the books convey. 相似文献
6.
Boh Young Lee 《Early Childhood Education Journal》2011,39(4):285-290
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity
of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set
up successful literacy development by providing independent storybook reading opportunities. This study suggests strategies
that teachers can employ in their toddler classrooms for accomplishing activities such as (i) setting up common and recurring
opportunities to read books independently with toddlers and (ii) informally observing and assessing children’s book knowledge.
Additionally, implications for practice are provided with detailed examples of how toddlers demonstrate their book knowledge
and their understandings about books through independent reading. 相似文献
7.
Positive approaches to learning are considered essential for young children’s school readiness and early school success. Researchers
have reported that positive learning approaches, such as attentiveness and goal orientation, are associated with higher levels
of early school achievement in math and reading. The present study extends this research by examining children’s learning
approaches in the context of classroom activities from a range of curricular areas. Ninety-two children from pre-kindergarten
and kindergarten classrooms took part in the study. Four approaches to learning were rated during children’s participation
in seven classroom learning activities. Results showed that positive learning approaches were a significant contributor to
children’s performance, but they were not equally effective in all activities. The effectiveness of a learning approach depends,
in part, on the characteristics of the activity in which the child is engaged. We discuss the implications of these results
for understanding the study of learning approaches, and for classroom practices designed to promote their development. 相似文献
8.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
9.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
10.
The selection of books to read to young children matters enormously in the role books play for enriching children’s lives.
This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books
targeted to children’s developing skills will enhance the power and the pleasures of reading to young children. 相似文献
11.
This article provides suggestions on ways in which science process skills can be taught in a meaningful context through children’s literature. It is hoped that the following examples of how process skills can be taught using children’s books will provide a starting point from which primary teachers can create additional examples. Many possibilities exist within the world of children’s literature to develop process skills in a meaningful way. 相似文献
12.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,34(5):345-350
A wealth of research documents the reading preferences of young children. However, much less is known about children’s actual
agendas or reasons for using and experiencing books. This article proposes the simple ENGAGE process to help adults better
understand what children believe is best about the books in their lives. Twelve books are reviewed and recommended. 相似文献
13.
Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
14.
Understanding and respecting young children’s religious background is an important way of respecting diversity. Due to the
traditional separation of church and state, many professionals tend to ignore the significant influence of religious belief
and training during the early childhood years. Sharing high-quality picture books simultaneously enables adults and peers
to expand their understandings of different faiths and to communicate their respect for and interest in young children’s religious
education. This editorial concludes with a selective list of picture book titles that focus on different faiths that are suitable
for children in the primary grades. 相似文献
15.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
16.
This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their
children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other
parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of
interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded
to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy,
reading with families, and story reading. All members of the families read to their children frequently or daily and engaged
the children in conversations about the books read. The books chosen to be read to the children were categorized by genre,
with modern fiction being the most popular genre. 相似文献
17.
Vanessa Joosen 《Children‘s Literature in Education》2010,41(2):105-117
Most scholars who discuss norm conflicts in translated children’s books focus on the deletion of taboos. Drawing on two English
translations of Flemish picture books, this article shows how norm conflicts can also lead to translation strategies other
than deletion. Whereas the adaptation of Carll Cneut’s The Amazing Love Story of Mr Morf demonstrates a conservative approach towards children’s literature, the English version of Ingrid Godon and André Sollie’s
Hello, Sailor was carried out and marketed to address the subject of homosexuality for the very young. 相似文献
18.
Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the
need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may
be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey
child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature.
This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children
aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the
books’ content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for
child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults
and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the
need for persistence and hope. 相似文献
19.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
20.
Angela Smith 《Children‘s Literature in Education》2006,37(1):35-50
This paper seeks to explore issues of immigration and Otherness through a study of the first of Michael Bond’s Paddington
books. I will argue that this book and those which follow in the series, intended for a readership of young children, deal
with the issue of immigration at a more subtle level than more recent books which are largely aimed at older children who,
it is assumed, are better able to cope with the complex political and psychological issues involved. Paddington, as a series
of books begun in the late 1950s, presents issues of anti-racism and ‘Otherness’ which can be revealed through a close textual
analysis of the introductory chapters of the first book in series, A Bear Called Paddington (1958)1, whilst also showing how the dominant culture retains its superior status.
Angela Smith is Senior Lecturer in Language and Culture at the University
of Sunderland, where she teaches in the areas of sociolinguistics and children’s
language acquisition. She has published articles on issues relating to language and gender
and language and the media.
Van Dijk, ‘sDiscourse, ethnicity, culture and racism’s
Smith, National Identity 相似文献