Literaturnachweis - Detailanzeige
Autor/inn/en | Wee, Su-Jeong; Kim, Kyoung Jin; Lee, Youngmi |
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Titel | 'Cinderella Did Not Speak Up': Critical Literacy Approach Using Folk/Fairy Tales and Their Parodies in an Early Childhood Classroom |
Quelle | In: Early Child Development and Care, 189 (2019) 11, S.1874-1888 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2017.1417856 |
Schlagwörter | Folk Culture; Literacy Education; Reading Aloud to Others; Discussion (Teaching Technique); Critical Literacy; Teaching Methods; Perspective Taking; Preschool Children; Early Childhood Education; Social Attitudes; Behavior Standards; Reading Material Selection; Instructional Effectiveness; Foreign Countries; Fairy Tales; Stereotypes; Teacher Student Relationship; South Korea Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social attidude; Soziale Einstellung; Unterrichtserfolg; Ausland; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Klischee; Teacher student relationships; Lehrer-Schüler-Beziehung; Korea; Republik |
Abstract | This qualitative study examined a class of 20 five-year-old Korean children's literary sessions that were composed of whole-group read-alouds of fairy/folk tales and their parodies, including discussion and follow-up activities based on critical literacy practices. Over a 15-week period, multiple sources of data including observations, open-ended interviews, written materials, and children's artifacts were collected. We found that these literary sessions based on a critical literacy approach helped the children (1) perceive the stories from different/multiple perspectives, (2) challenge stereotypes, and (3) confront the dominant social ideology/norms. The findings of the study add several important implications for implementing critical literacy in early childhood classrooms, which apply to the teachers' questions and selection of books, as well as the system and consistency of instruction. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |