The Impact of Teachers' Beliefs on the Literacy Experiences of Young Children: A New Zealand Perspective

Autor/inn/en	Foote, Lyn; Smith, John; Ellis, Fiona
Titel	The Impact of Teachers' Beliefs on the Literacy Experiences of Young Children: A New Zealand Perspective
Quelle	In: Early Years: An International Journal of Research and Development, 24 (2004) 2, S.135-147 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Early Childhood Education; Young Children; Foreign Countries; Emergent Literacy; Teacher Attitudes; Teacher Influence; Preschool Teachers; Interviews; Literacy Education; Classroom Environment; Play; Kindergarten; Teacher Qualifications; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Frühleseunterricht; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Spiel; Lehrqualifikation; Neuseeland
Abstract	There has been a growing focus in New Zealand on the early literacy learning of young children. This emphasis has challenged early childhood teachers to ensure there are appropriate literacy events within their programme. The aim of this study was to identify early childhood teachers' knowledge and beliefs about literacy learning and examine how these translated into literacy practices. Four early childhood settings were chosen--two sessional kindergartens and two full-day early learning centres. Eight early childhood teachers from four different centres were interviewed. All teachers held a recognized early childhood qualification and were working within the framework of Te Whaariki, the New Zealand early childhood curriculum. Five children in each setting were observed using narrative observations. All teachers were committed to providing meaningful and purposeful literacy experiences within a play-based programme. However, although teachers had created rich early literacy environments, there was some tendency toward formal skills-based interactions. The children themselves created many opportunities for authentic and rich literacy events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10