The Pleasure of Recognition: Intertextuality in the Talk of Preschoolers during Shared Reading with Mothers and Teachers

Autor/in	Torr, Jane
Titel	The Pleasure of Recognition: Intertextuality in the Talk of Preschoolers during Shared Reading with Mothers and Teachers
Quelle	In: Early Years: An International Journal of Research and Development, 27 (2007) 1, S.77-91 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Picture Books; Mothers; Parent Child Relationship; Preschool Children; Preschool Teachers; Emergent Literacy; Reader Text Relationship; Role; Guidelines; Language Acquisition; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Frühleseunterricht; Rollen; Richtlinien; Sprachaneignung; Spracherwerb; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Mature readers draw on a complex web of previous experiences when interpreting written and visual texts. Yet very little is known about how preschool children, who cannot yet read, make connections between texts. This study explores how 13 4-year-old children made intertextual connections during shared reading with their mothers (seven children) and their preschool teachers (six children). The findings indicate that very young children actively draw on their knowledge of other texts, and their personal lived experiences, to reflect on the meanings they encounter in unfamiliar picture books. The functions served by the children's intertexts ranged from the simple pleasure of recognition to more sophisticated comparisons between texts in terms of theme and plot. The extent to which the adults were able to integrate the children's intertexts into the discussions varied. An awareness of the important role played by intertextuality in children's interpretations of texts may provide early childhood professionals with a framework within which to plan systematically for the language and literacy development of young children in their care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10