Prioritizing Engagement: A Qualitative Study Examining the Nature of Preschool Children's Composing and Processes

Autor/in	Friddle, Karole-Ann
Titel	Prioritizing Engagement: A Qualitative Study Examining the Nature of Preschool Children's Composing and Processes
Quelle	(2023), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2682-9
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Learner Engagement; Student Motivation; Writing (Composition); Literacy; Writing Processes; Picture Books; Learning Activities; Peer Teaching; Feedback (Response); Peer Relationship; Teacher Student Relationship; Early Childhood Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulische Motivation; Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit; Picture book; Bilderbuch; Lernaktivität; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This qualitative study examined the nature of preschoolers' composing and processes in a Head Start classroom, prioritizing children's intrinsic motivation to engage in a project-like composing activity. Eighteen three- to five-year-old students participated. Data were collected across 33 classroom visits over a 3-month period. Primary data were 106 audio-video recordings of children working on and reading picture books they made, routine observations, and audio recordings of conversations around children's literature read alouds by the classroom teacher. Analysis yielded the following properties of engaged composing: (a) children's book content is inspired by multiple influences, (b) children's composing is multimodal, and (c) children's composing represents a range of literacy skills and knowledge. Analysis also suggested children employed the following writing process when they were engaged: (a) children teach and learn from their peers, and (b) children's composing is intentional, strategic, and supported by process talk. Results indicate that studying engaged activity expands our notions of children's compositional development among preschoolers and offers insights into the role peers and adult feedback play in children's engaged composing processes. Future research will help to further illuminate the full range of benefits of engagement in socially situated writing in early childhood classrooms. [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	2024/1/01