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| Autor/in | Singh, Sunita |
|---|---|
| Titel | Engaging Young Children with Science Concepts in a Community-Based Book Distribution and Animal-Themed Literacy Intervention Program |
| Quelle | In: Early Childhood Education Journal, 51 (2023) 6, S.1079-1089 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Singh, Sunita) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-3301 |
| DOI | 10.1007/s10643-022-01335-0 |
| Schlagwörter | Young Children; Books; Scientific Concepts; Science Instruction; Community Programs; Animals; Intervention; Emergent Literacy; Family Programs; Reading Aloud to Others; Content Area Reading |
| Abstract | This descriptive case study presents findings from a 2 year research study on an intervention program, "Reading with Animals," launched in a linguistically, ethnically, and racially diverse Central New York community. The local literacy coalition implemented the Dolly Parton's Imagination Library (IL) program in two low-income zip codes as one of the initiatives to foster literacy development across the lifespan. The program mailed a free book to families with children under the age of five once a month in an effort to increase access to books in the community. "Reading with Animals" was launched by the coalition with the specific aim of encouraging read-alouds with children's literature focused on animal-themes received from the IL to increase content area literacy, especially related to science. All program participants were enrolled in both programs. The "Reading with Animals" program was organised around active modeling of animal-themed books, interaction with live animals, and strategies woven across use of biofacts, music and movement, arts and crafts, and snack time. Data from observations, interviews, and artifacts indicated active participation of families and children in the program and engagement with science concepts. The study also pointed to implications for introducing more content-based literacy strategies for preschool children, for developing inclusive strategies for diverse classrooms, and the need for strengthening the same in teacher education programs. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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