180 pages | 18 B/W Illus.
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.
List of Abbreviations
List of transcription conventions
Introduction: Literacy, Schooling and Young Children
PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA
Chapter 1 Fresh Perspectives on Familiar Phenomena
Chapter 2: Researching Young Children’s in-school literacy practices
PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY
Chapter 3: Jessica practises literacy with Donna
Chapter 4: The importance of Amber Class’ children’s in-class peer culture
Chapter 5 Amber Class Children’s encounter with being grouped for teaching
PART THREE: DISCUSSION AND CONCLUSIONS
Discussion: Reflecting on young children, schooling and literacy
Appendix: My research project
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