Shared Reading as a Practice for Fostering Early Learning in an Early Childhood Education and Care Centre: A Naturalistic, Comparative Study of One Infant's Experiences with Two Educators

Autor/in	Torr, Jane
Titel	Shared Reading as a Practice for Fostering Early Learning in an Early Childhood Education and Care Centre: A Naturalistic, Comparative Study of One Infant's Experiences with Two Educators
Quelle	In: Literacy, 54 (2020) 3, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torr, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12227
Schlagwörter	Reading Aloud to Others; Child Care Centers; Early Childhood Teachers; Infants; Interaction; Picture Books; Cognitive Processes; Questioning Techniques; Verbal Communication; Emergent Literacy; Reading Instruction + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Infant; Toddler; Toddlers; Kleinkind; Interaktion; Picture book; Bilderbuch; Cognitive process; Kognitiver Prozess; Befragungstechnik; Fragetechnik; Frühleseunterricht; Leseunterricht
Abstract	Early childhood educators are encouraged to read with infants, yet little is known about the educator-infant book-focused interactions that occur in Early Childhood Education and Care (ECEC) centres. This study provides a systematic linguistic analysis of the naturally occurring interactions between one focal child Charlie (aged 21 months and 13 days) and two of his educators, as they each engaged in shared reading with Charlie and one or more of his peers during a typical day in his infant room. While both educators engaged in shared reading for pedagogical purposes, the meanings realised in their talk differed in subtle ways, providing Charlie and his peers with tacit and sometimes contradictory messages about how to make meaning from words and pictures. One educator's proportionally greater use of mental processes and polar questions construed shared reading primarily as an interpretive activity, while the other educator's proportionally greater use of WH questions and directives construed shared reading primarily as an instructional activity. Differences were also observed in Charlie's verbal participation during the two shared readings. The findings reveal how educators, through their own talk, create particular contexts in which infants may or may not participate during shared reading experiences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01