"You Can't Be Rich Only Doing Good Deeds": Bilingual Kindergarteners' Discussions about Poverty and Wealth

Autor/inn/en	Kim, So Jung; Park, Soyeon; An, Song
Titel	"You Can't Be Rich Only Doing Good Deeds": Bilingual Kindergarteners' Discussions about Poverty and Wealth
Quelle	In: International Journal of Early Childhood, 50 (2018) 1, S.101-119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, So Jung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-018-0209-9
Schlagwörter	Bilingualism; Kindergarten; Poverty; Literacy Education; Korean; Native Language Instruction; Heritage Education; Korean Americans; Picture Books; Reading Aloud to Others; Audio Equipment; Video Technology; Observation; Advantaged; Childrens Literature; Social Differences; Interviews; Interdisciplinary Approach; Critical Thinking; Qualitative Research + Suchen Sie Ihr Suchwort? Bilingualismus; Armut; Koreanisch; Native language education; Muttersprachlicher Unterricht; Picture book; Bilderbuch; Audio-CD; Beobachtung; 'Children''s literature'; Kinderliteratur; Sozialer Unterschied; Interviewing; Interviewtechnik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritisches Denken; Qualitative Forschung
Abstract	This interdisciplinary study explores the intersection of economic equality, bilingual discussion, and early literacy instruction by examining Korean kindergarteners' discussions about poverty and wealth during read-alouds. As part of a larger qualitative study, the current study was conducted in a kindergarten classroom at the Korean Language School, in the midwest of the United States. The study focused on Korean-English bilingual children's read-alouds of picture books that dealt with poverty and wealth issues. The data were collected across four months through multiple sources, including audio/video recordings, open-ended interviews, children's artifacts, and observational field notes. The findings suggest that bilingual discussions about children's books on poverty and human equality in early-childhood classrooms are a medium to help children develop critical perspectives about poverty, wealth, and economic equality from an early age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01