Comparison of Preschoolers' Narratives, the Classroom Book Environment, and Teacher Attitudes toward Literacy Practices in Korea and the United States

Autor/inn/en	Lee, Young-Ja; Lee, Jeehyun; Han, Myae; Schickedanz, Judith A.
Titel	Comparison of Preschoolers' Narratives, the Classroom Book Environment, and Teacher Attitudes toward Literacy Practices in Korea and the United States
Quelle	In: Early Education and Development, 22 (2011) 2, S.234-255 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Childrens Literature; Fantasy; Foreign Countries; Preschool Teachers; Personal Narratives; Teacher Attitudes; Nonfiction; Classroom Environment; Comparative Analysis; Books; Reading Aloud to Others; Comparative Education; Literacy Education; South Korea; United States + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Fantasie; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Erlebniserzählung; Lehrerverhalten; Non-fiction; Nichtfiktionaler Text; Klassenklima; Unterrichtsklima; Book; Buch; Monographie; Monografie; Vergleichende Erziehungswissenschaft; Korea; Republik; USA
Abstract	This study investigated Korean and U.S. preschoolers' personal and fictional narratives, their classroom book environments, and their teachers' attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers' personal and fictional narratives were analyzed. The teachers' attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers' narrative productions. Research Findings: The content of preschoolers' personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10