Children's Encounters with Natural Selection during an Interactive Read Aloud

Autor/in	Frejd, Johanna
Titel	Children's Encounters with Natural Selection during an Interactive Read Aloud
Quelle	In: Research in Science Education, 51 (2021), S.499-512 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frejd, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09895-9
Schlagwörter	Evolution; Interaction; Reading Aloud to Others; Biology; Scientific Concepts; Preschool Children; Early Childhood Education + Suchen Sie Ihr Suchwort? Interaktion; Biologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Previous studies have shown that children as young as 5 years of age are able to form a basic understanding of evolution after listening to a storybook about natural selection. This study offers a semiotic exploration of children's meaning making during an interactive read aloud of the same storybook by investigating what children focus on and negotiate during the read aloud. Video data from eight interactive read aloud sessions (N = 24 children) were analysed using a multimodal approach and contrasted with seven biological concepts intentionally described in the storybook. During the interactive reading, the children focused on all biological concepts at some point. However, apart from the biological concepts, the children also paid attention to other topics during the read aloud. These topics comprised "Death," "Change in behaviour," "Realism," "Babies," "Milli bugs," and "Aesthetics." Throughout the read aloud, a child-centric view of life influenced how the children made meaning about evolution. The findings highlight that through interactive reading, instructional storybooks also become a tool for discussing other aspects that children find important. Overall, the findings contribute with knowledge about the role of interactive read aloud as a pedagogical tool for introducing evolution in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01