Ways of Knowing: Implications of Writing Curriculum in an Early Childhood Classroom

Autor/in	Furman, Cara Elizabeth
Titel	Ways of Knowing: Implications of Writing Curriculum in an Early Childhood Classroom
Quelle	In: Curriculum Inquiry, 47 (2017) 3, S.246-262 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2017.1324733
Schlagwörter	Writing Instruction; Early Childhood Education; Writing Skills; Elementary School Students; Primary Education; Grade 1; Grade 2; Literary Genres; Personal Narratives; Writing (Composition); Fiction; Teaching Methods; Curriculum Development + Suchen Sie Ihr Suchwort? Schreibunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Writing skill; Schreibfertigkeit; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Literarische Form; Erlebniserzählung; Schreibübung; Fiktion; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Early childhood writing curriculums typically focus on skills and encouraging interest. What children are asked to write is rarely closely examined. Through a self-study of my first and second grade classroom, in this paper I look at the implications of genre when teaching young children. I first identify some of the problems of a popular personal narrative curriculum and then showcase the ways that fiction can be more empowering for my students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01