Researching Early Childhood Literacy in the Classroom

Literacy as a Social Practice

Lucy Henning (Autor)

Buch | Hardcover

182 Seiten

2019
Routledge (Verlag)
978-1-138-59722-8 (ISBN)

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This volume demonstrates how the ethnographic approach to research demanded by a ‘Literacy as Social Practice’ perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks.

Researching Early Childhood Literacy in the Classroom argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with ‘learning’ and ‘progress’ to concentrate on ‘practice’ and ‘meaning’ in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests.

This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics.

Lucy Henning is Senior Lecturer in primary English at Roehampton University, UK.

List of Abbreviations

List of transcription conventions

Foreword

ACKNOWLEDGEMENTS

Introduction: Literacy, Schooling and Young Children

PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA

Chapter 1 Fresh Perspectives on Familiar Phenomena

Introduction

Section 1: Literacy in the social world

Section 2: Literacy in the institution of schooling

Section 3: Children’s interpretive reproduction of literacy in schools

Conclusion

Chapter 2: Researching Young Children’s in-school literacy practices

Introduction

Section 1: Policy priorities for researching early childhood literacy

Section 2: Ethnographic principles for researching early childhood literacy in classrooms

Section 3: Re-examining young children’s in-school literacy practices

Conclusion

PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY

Chapter 3: Jessica practises literacy with Donna

Introduction

Section 1: Normalising expectations for young children’s literacy practices.

Section 2: Interpretively reproducing literacy practices in the classroom.

Section 3: Interpretively Reproducing literacy skills and knowledge

Conclusion

Chapter 4: The importance of Amber Class’ children’s in-class peer culture

Introduction

Section 1: Producing peer culture literacy in social interaction

Section 2: Managing peer culture priorities: Peer to peer copying

Section 3: Managing peer culture and schooled literacy priorities

Conclusion

Chapter 5 Amber Class Children’s encounter with being grouped for teaching

Introduction

Section 1: Schooled literacy manages relative literacy expertise

Section 2: Peer culture interpretations of schooled groupings

Section 3: Sharing literacy expertise in the peer culture

Conclusion

PART THREE: DISCUSSION AND CONCLUSIONS

Discussion: Reflecting on young children, schooling and literacy

Conclusion

Appendix: My research project

REFERENCES

Erscheinungsdatum	30.10.2019
Reihe/Serie	Routledge Research in Literacy
Zusatzinfo	6 Tables, black and white; 18 Illustrations, black and white
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	453 g
Themenwelt	Schulbuch / Wörterbuch
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
	Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
ISBN-10	1-138-59722-8 / 1138597228
ISBN-13	978-1-138-59722-8 / 9781138597228
Zustand	Neuware