Emerging Literacy during "Day in the Life" in the Transition to School

Autor/inn/en	Cameron, Catherine Ann; Pinto, Giuliana; Hunt, Anne Kathryn; Léger, Paul-David
Titel	Emerging Literacy during "Day in the Life" in the Transition to School
Quelle	In: Early Child Development and Care, 186 (2016) 9, S.1476-1490 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1105800
Schlagwörter	Foreign Countries; Emergent Literacy; Kindergarten; Case Studies; Films; Observation; Taxonomy; Teacher Student Ratio; Learner Engagement; Journal Writing; Learning Activities; Beginning Reading; Child Development; School Readiness; Educational Environment; Canada + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Case study; Fallstudie; Case Study; Film; Beobachtung; Taxonomie; Lehrer-Schüler-Relation; Zeitschriftenaufsatz; Lernaktivität; Erstleseunterricht; Kindesentwicklung; Readiness for school; School ability; Schulreife; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kanada
Abstract	The transition to school, marked by significant moves towards print literacy, is a crucial school-life milestone that can be both exhilarating and daunting. This case study, extracted from an international, quasi-ecological examination of thriving kindergarten children in transition to school films participants, their families, schools and communities during one "day in their lives". We monitored one Canadian child's transaction with her interlocutors as she negotiated a "day in her life" from arising to bedtime. All literacy-related interchanges were identified, and three exemplary exchanges were selected, analysed and contextualised, applying Cameron and Pinto's [(2009). Day in the life: Secure interludes with joint book reading. "Journal of Research in Childhood Education," 23(4), 437-449. doi:10.1080/02568540909594672] taxonomy to: one child/school-teacher, one child/music instructor and one child/parent joint text-reading transaction. Capturing her engagement in meaning-making as she experienced different expectations and interaction styles we examined the continuities/discontinuities supporting her negotiation of those experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01