'Every day he has a dream to tell'. Classroom literacy curriculum in a full-day kindergarten.

Autor/inn/en	Heydon, Rachel; Moffatt, Lyndsay; Iannacci, Luigi
Titel	'Every day he has a dream to tell'. Classroom literacy curriculum in a full-day kindergarten.
Quelle	In: Journal of curriculum studies, 47 (2015) 2, S. 171-202Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2014.1000381
Schlagwörter	Wissen; Frühe Kindheit; Kindergarten; Frühpädagogik; Curriculum; Schreib- und Lesefähigkeit; Wirtschaftstheorie; Alphabetisierung
Abstract	Within an era of change to early childhood education and care, this case study of kindergarten classroom literacy curricula sought to understand the production and effects of the curriculum within one urban, Canadian full-day kindergarten that included culturally and linguistically diverse children. Central was a concern for the place of children's interests and funds of knowledge within this production and what opportunities the curriculum provided for children's literacy and identity options. Theoretically, the study drew on actor-network theory and multiliteracies. Using ethnographic tools, the study found that the curriculum diverged significantly from what might have been expected. It was comprised of literacy events characterized by educator attempts to control a dynamic classroom through the management of the children's bodies and voices. Findings suggest that this constrained children from being curricular informants and limited their literacy and identity options. Major actors in the network that produced the classroom literacy curriculum were class size, materials and space with a surprising relative absence of the programmatic curriculum and assessment. The case demonstrates what can happen when a network of actors come together and other actors are not in place to promote literacy curricula that create opportunities to expand children's communication and identity options.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/3