Exposing the Edge of the Preschool Curriculum: Teachers' Talk about Text and Children's Literary Understandings. Report Series 2.21.

Autor/inn/en	McGill-Franzen, Anne; Lanford, Cynthia
Institution	National Research Center on Literature Teaching and Learning, Albany, NY.
Titel	Exposing the Edge of the Preschool Curriculum: Teachers' Talk about Text and Children's Literary Understandings. Report Series 2.21.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Writing; Classroom Communication; Classroom Environment; Classroom Research; Emergent Literacy; Low Income; Preschool Children; Preschool Education; Protocol Analysis; Story Telling; Writing (Composition); Writing Research + Suchen Sie Ihr Suchwort? Erstschreibunterricht; Klassengespräch; Klassenklima; Unterrichtsklima; Frühleseunterricht; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibübung; Schreibforschung
Abstract	This paper describes the kinds of talk that children in three different preschools typically experience during storybook read-alouds and other interactions with print. The paper situates these experiences within everyday classroom life and describes the ways these contrasting experiences may be related to the development of literacy and literary understandings by discussing the story telling and story writing of three precocious children from low-income families. Despite support at home with resources, limited classroom resources (in terms of the number and varieties of books and limited opportunities to participate in literate activities) impoverish the storyworlds of the students. Three figures of children's drawings and writings are included. Contains 24 references. (RS)
Anmerkungen	Literature Center, School of Education, University of Albany, 1400 Washington Avenue, Albany, NY 12222.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC