'I Hadn't Realised That Whilst the Babies and Toddlers Are Sleeping, the Other Children Can't Get to the Books!' The Complexities of 'Access' to Early Reading Resources for Under-Threes

Autor/inn/en	Boardman, Karen; Levy, Rachael
Titel	'I Hadn't Realised That Whilst the Babies and Toddlers Are Sleeping, the Other Children Can't Get to the Books!' The Complexities of 'Access' to Early Reading Resources for Under-Threes
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 5, S.443-457 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boardman, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1605336
Schlagwörter	Preschool Education; Preschool Children; Preschool Teachers; Emergent Literacy; Beginning Reading; Infants; Toddlers; Books; Pictorial Stimuli; Foreign Countries; Learning Activities; Reading Materials; Picture Books; Educational Resources; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Frühleseunterricht; Erstleseunterricht; Infant; Toddler; Toddlers; Kleinkind; Infants; Book; Buch; Monographie; Monografie; Fantasieanregung; Ausland; Lernaktivität; Picture book; Bilderbuch; Bildungsmittel
Abstract	This paper outlines the findings of an empirical research study exploring how Early Years Educators (EYEs) support under-threes with their early reading development in England. The data were collected through a mixed methodological approach of an initial survey, five semi-structured interviews and four reflective Zines to explore the experiences of EYEs working with under-threes. The findings highlight that there are significant implications for babies and toddlers, linked to a distinct lack of agency and access to pictures, books and other early reading resources, instigated by the conventional daily routines provided in these early years settings. This paper argues for some fundamental 'reconsidering' of the value of early reading for under-threes, given that access, or indeed the lack of access is a key finding of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01