transparent gif

 

Ej inloggad.

Göteborgs universitets publikationer

Text in early childhood environments: Images of literacy practice in New Zealand and Sweden

Författare och institution:
Elisabeth Mellgren (Institutionen för pedagogik, kommunikation och lärande)
Publicerad i:
OMEP 2015, 2015 ( &/th OMEP World Conference )
Publikationstyp:
Konferensbidrag - refereegranskat abstract
Publiceringsår:
2015
Språk:
engelska
Sammanfattning (abstract):
This presentation share images of text gathered in early childhood settings from New Zealand and Sweden. The images were gathered by student teachers, reflecting authentic practices in early childhood settings, and also the literacy and pedagogical understandings held by the student teachers. How can the textual environment in pre-school reflect and contribute to children's literacy learning? According to UNICEF (2009) it is the right of every child to be literate. Literacy is more than reading and writing, it provides opportunity for meaning making (Gee, 2002; Kress, 2013). The method used was observation and analysis of photographic images. 11 codes were applied, and quantitative analysis utilised. Findings highlighted the influence of culture on text selection, as what is displayed will be influenced by the values and belifes of the educator. Implications for higher education include that student teachers need support to understand rich concepts of literacy and to provide connections to this in the early childhood environment. Partnership (home, centre, community, and higher education) support children's opportunities to engage with various forms of text as they develop literacy competence. The most frequent categories of text in the images from the Mellgren and Margrain study were ‘labels’, ‘artefacts’, and ‘organisation for children.’ These findings do not reflect the rich and holistic value of literacy inherent within the curriculum. Comparative analysis between Swedish and New Zealand data determined that use of project themes and cultural text were much stronger in the New Zealand data. Bicultural values inherent in the early childhood curriculum were well reflected. Early childhood teachers need to have strong understanding of early childhood literacy and pedagogy. Student teachers may need particular support to develop their understanding of early literacy as a socio-cultural, interactive and meaning-driven construct.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap
Nyckelord:
Culture, Curriculum, Early Childhood Literacy, Early Childhood Education, Environment.
Postens nummer:
239406
Posten skapad:
2016-07-18 14:11

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007