Researching Early Childhood Literacy in the Classroom
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Researching Early Childhood Literacy in the Classroom
Literacy as a Social Practice
Henning, Lucy
Taylor & Francis Ltd
10/2019
182
Dura
Inglês
9781138597228
15 a 20 dias
453
Descrição não disponível.
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Vincent Van Gogh;UK Primary School;Literacy as a Social Practice;Measurable Literacy Skills;Lucy Henning;Children's Literacy Practices;Literacy Studies;Young Children's Literacy Practices;Teacher Education;Young Children's Literacy;Education Policy;Young Children's Literacy Development;Applied Linguistics;Schooled Literacy Tasks;in-school literacy practices;Amber Class;differentiated teaching;Interpretive Reproduction;literacy practices;Peer Culture;literacy acquisition;Teaching Adults;literacy skills;Children's Peer Culture;UK education policy;Schooled Literacy;Young Children's Engagement;Book Band;Differing Alignments;Bold Beginnings;UK Government Report;Positive Peer Relations;Current English Education Policy;Spelling Test Scores;Handwriting Posture;Uninterrupted Examination
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Vincent Van Gogh;UK Primary School;Literacy as a Social Practice;Measurable Literacy Skills;Lucy Henning;Children's Literacy Practices;Literacy Studies;Young Children's Literacy Practices;Teacher Education;Young Children's Literacy;Education Policy;Young Children's Literacy Development;Applied Linguistics;Schooled Literacy Tasks;in-school literacy practices;Amber Class;differentiated teaching;Interpretive Reproduction;literacy practices;Peer Culture;literacy acquisition;Teaching Adults;literacy skills;Children's Peer Culture;UK education policy;Schooled Literacy;Young Children's Engagement;Book Band;Differing Alignments;Bold Beginnings;UK Government Report;Positive Peer Relations;Current English Education Policy;Spelling Test Scores;Handwriting Posture;Uninterrupted Examination
