"And He Could Wear a Dress?": A Preschool Transformative Book Conversation

Autor/in	Quast, Erin
Titel	"And He Could Wear a Dress?": A Preschool Transformative Book Conversation
Quelle	In: Reading Teacher, 72 (2019) 4, S.445-451 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1740
Schlagwörter	Teaching Methods; Transformative Learning; World Views; Gender Differences; Teacher Student Relationship; Preschool Children; Childrens Literature; Listening Skills; Preschool Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; World view; Weltanschauung; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s literature'; Kinderliteratur; Erzieher; Erzieherin; Kindergärtnerin
Abstract	How might literature be shared with students for transformative purposes? Literature has the power to shape students' worldviews through the exploration of diverse human experiences, but how students engage with diverse characters is important to reaching transformative goals. The author identified teachers' pedagogical moves within a preschool conversation on gender around the picture book "My Princess Boy" by Cheryl Kilodavis. Noticing how gender normativity manifested in the classroom, teachers used the book to open the conversation on gender, honor students' sensemaking, and complicate gender norms through responsive listening. Using examples of teacher-student interactions across the preschool book conversation, practical suggestions are provided for teachers to facilitate transformative dialogue when sharing diverse texts with young students. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01