"Banana Starts with Yellow": Curricular Implications of Preschoolers Missing a Concept

Autor/inn/en	Sylvester, Ruth; Kragler, Sherry
Titel	"Banana Starts with Yellow": Curricular Implications of Preschoolers Missing a Concept
Quelle	In: Childhood Education, 89 (2013) 1, S.19-26 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2013.757483
Schlagwörter	Preschool Children; Concept Formation; Misconceptions; Preschool Education; School Readiness; At Risk Students; Disadvantaged Youth; Disabilities; Minority Group Children; Classroom Environment; Emergent Literacy; Reading Instruction; Beginning Reading; Alphabets; English Language Learners; Verbal Communication; Interaction; Culturally Relevant Education; Curriculum; Florida + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Concept learning; Begriffsbildung; Missverständnis; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Handicap; Behinderung; Klassenklima; Unterrichtsklima; Frühleseunterricht; Leseunterricht; Erstleseunterricht; Buchstabenschrift; Interaktion; Curricula; Lehrplan; Rahmenplan
Abstract	Despite significant investments over the past decade in the expansion and improvement of preschool programs, too many children, particularly poor children, enter kindergarten behind their peers. Because it is critical that voluntary pre-kindergarten (VPK) classrooms offer educational programs that both address the needs and developmental levels of low-income children and ultimately close the academic achievement gap between children from low-income and middle-income homes, the authors sought to discover the impact of VPK instruction on the literacy and language development of one classroom of 4-year-old children. In this article, the authors describe the teachers and the students in the classroom. Then they organize their qualitative findings according to the four categories that emerged in the process of analysis: (1) Learning Environment, (2) Learning Focus, (3) Language Interactions, and (4) Culturally Irrelevant Materials. They conclude with an appeal for culturally relevant instruction within a child's zone of proximal development and for school districts to take into account all dimensions of early childhood literacy development, especially VPK programs with a large population of low-income families. (Contains 2 tables and 3 curriculum cited.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10