Let's Go to the Movies: Children's Textual Practices before and during a Play-Based Classroom Initiative

Autor/inn/en	Friedrich, Nicola; Porter, Christine
Titel	Let's Go to the Movies: Children's Textual Practices before and during a Play-Based Classroom Initiative
Quelle	In: Texas Journal of Literacy Education, 8 (2020) 1, S.38-55 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Play; Teaching Methods; Kindergarten; Theaters; Rural Schools; Literacy Education; Foreign Countries; Class Activities; Writing Instruction; Invented Spelling; Canada + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Schreibunterricht; Rechtschreibdidaktik; Kanada
Abstract	This paper describes the textual practices of kindergarten children as they co-created and participated in a movie theatre play context within their rural classroom. Data informing this paper were drawn from classroom videos of children (aged 3-5 years) as they engaged in activities associated with the movie theatre, field notes from action research meetings with the classroom teacher and early childhood educator, and the texts created by the children while participating in the initiative. In relation to our research questions, we coded and then identified patterns in the children's text-making activities and the texts they composed. Our analysis found that the children created texts in preparation for and while participating in the play initiative, revealing their emerging knowledge of the alphabetic principle and print genres. Through their creation of textual materials and during their enactment of roles within the play context, the children also demonstrated their understandings about the social functions of different texts. Insights from this analysis build on the literature regarding young children's early writing development through play and may encourage educators to co-create dramatic play initiatives with their students to extend literacy learning beyond the acquisition of literacy skills. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01