European Alternative Preschool Philosophies, Styles, and Emergent Literacy Skill Development

Autor/in	Lawson, Lynne M.
Titel	European Alternative Preschool Philosophies, Styles, and Emergent Literacy Skill Development
Quelle	(2018), (207 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-0990-9
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Reggio Emilia Approach; Teaching Methods; Emergent Literacy; Oral Language; Language Acquisition; Educational Philosophy; Case Studies; Cognitive Development; Learning Theories; Teacher Attitudes; Preschool Teachers; Child Development; Play; Outdoor Education; Classroom Environment; Imagination; Reading Skills; Literacy Education; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Reggio-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Kognitive Entwicklung; Learning theory; Lerntheorie; Lehrerverhalten; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Kindesentwicklung; Spiel; Freiluftunterricht; Klassenklima; Unterrichtsklima; Reading skill; Lesefertigkeit; Ausland; Europa
Abstract	Many American preschool children enter kindergarten without the emergent literacy skills needed to learn to read. To address this problem, this multicase qualitative study investigated the emergent literacy practices at Steiner Waldorf-inspired and Reggio Emilia-inspired schools. The research questions focused on how alternative preschool philosophies help staff cultivate emergent literacy skills in young children. The conceptual framework came from Piaget's cognitive development theory, and Vygotsky's sociocultural theory. The study included eight participants from two Reggio Emilia-inspired and two Steiner Waldorf-inspired preschools. Data were collected through open-ended interviews, observations, and analyses of de-identified student work, then subjected to thematic cross-case analysis. Regarding the role of the two philosophies in the development of emergent literacy skills, findings indicated that teachers cited the philosophies leading them to honor their students, focus on the development of the whole child, and act as facilitators for children's oral language development through play. Regarding how program staff apply their program philosophies to creating emergent literacy through the learning environment key, the findings showed that both Steiner Waldorf-inspired and Reggio Emilia-inspired staff viewed the environment as another teacher. Reggio Emilia-inspired staff carefully organized the indoor and outdoor learning environments to provide numerous opportunities for authentic experiences and play, while Waldorf-inspired staff was more likely to draw from nature itself to create opportunities for imaginary play. When children start school with a solid foundation in emergent literacy, they are more likely to be successful readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01