'Cinderella Did Not Speak Up': Critical Literacy Approach Using Folk/Fairy Tales and Their Parodies in an Early Childhood Classroom

Autor/inn/en	Wee, Su-Jeong; Kim, Kyoung Jin; Lee, Youngmi
Titel	'Cinderella Did Not Speak Up': Critical Literacy Approach Using Folk/Fairy Tales and Their Parodies in an Early Childhood Classroom
Quelle	In: Early Child Development and Care, 189 (2019) 11, S.1874-1888 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1417856
Schlagwörter	Folk Culture; Literacy Education; Reading Aloud to Others; Discussion (Teaching Technique); Critical Literacy; Teaching Methods; Perspective Taking; Preschool Children; Early Childhood Education; Social Attitudes; Behavior Standards; Reading Material Selection; Instructional Effectiveness; Foreign Countries; Fairy Tales; Stereotypes; Teacher Student Relationship; South Korea + Suchen Sie Ihr Suchwort? Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social attidude; Soziale Einstellung; Unterrichtserfolg; Ausland; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Klischee; Teacher student relationships; Lehrer-Schüler-Beziehung; Korea; Republik
Abstract	This qualitative study examined a class of 20 five-year-old Korean children's literary sessions that were composed of whole-group read-alouds of fairy/folk tales and their parodies, including discussion and follow-up activities based on critical literacy practices. Over a 15-week period, multiple sources of data including observations, open-ended interviews, written materials, and children's artifacts were collected. We found that these literary sessions based on a critical literacy approach helped the children (1) perceive the stories from different/multiple perspectives, (2) challenge stereotypes, and (3) confront the dominant social ideology/norms. The findings of the study add several important implications for implementing critical literacy in early childhood classrooms, which apply to the teachers' questions and selection of books, as well as the system and consistency of instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01