South Carolina Preschool Teachers' Perceptions and Experiences Implementing Critical Literacy in the Preschool Classroom

Autor/in	Weissman, Rebecca
Titel	South Carolina Preschool Teachers' Perceptions and Experiences Implementing Critical Literacy in the Preschool Classroom
Quelle	(2018), (189 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-1354-1
Schlagwörter	Hochschulschrift; Dissertation; Critical Literacy; Teacher Attitudes; Preschool Teachers; Teaching Methods; Early Childhood Education; Social Justice; Questioning Techniques; Bibliotherapy; Student Interests; Childrens Literature; Books; Nonfiction; Social Action; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritisches Lesen; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Gerechtigkeit; Befragungstechnik; Fragetechnik; Bibliotherapie; Studieninteresse; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Non-fiction; Nichtfiktionaler Text; Soziales Handeln
Abstract	Critical literacy situated within a critical theoretical and pedagogical paradigm focuses specifically on exploring the sociopolitical implications of texts and challenging information rather than taking it at face value. The present study constitutes a case study that describes the perceptions and experiences of seven preschool teachers who employ critical literacy in their early childhood classroom and how their pedagogy fits within the existing themes seen in the early childhood literature. Specifically, this case study is an instrumental collective study, consisting of in-depth interviews. Through qualitative analysis of these interviews a variety of specific pedagogical methods for implementing critical literacy are explored. These include critical questioning: (including questions based on children's experiences as culturally relevant pedagogy, bibliotherapy, and the children's interests/questions), critical literacy to explore multiple perspectives (such as within: common children's stories/fairytales, social justice/diversity books, and historical/non-fiction texts), and taking direct social action. Additionally, other methods of teaching for social justice are described by the participants as well as their views on the developmental appropriateness and the challenges they experience when employing critical pedagogy with young children. Additionally, this research provides insight as to how critical literacy can be progressivist/constructivist based through the role of play and extension activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01