Learning to Learn: Children's Language and Literacy Development in a Marginalised Community in Port Elizabeth

Autor/inn/en	Armstrong, Meredith; Boughey, Chrissie
Titel	Learning to Learn: Children's Language and Literacy Development in a Marginalised Community in Port Elizabeth
Quelle	In: Perspectives in Education, 38 (2020) 2, S.201-212 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boughey, Chrissie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v38.i2.13
Schlagwörter	Literacy Education; Child Development; Disadvantaged; Ethnography; Foreign Countries; Personal Autonomy; Language Acquisition; School Readiness; Early Childhood Education; Access to Education; Poverty Areas; Indo European Languages; English (Second Language); African Languages; Television; Telecommunications; Handheld Devices; Play; Educational Games; Family Environment; Preschool Children; South Africa + Suchen Sie Ihr Suchwort? Kindesentwicklung; Ethnografie; Ausland; Individuelle Autonomie; Sprachaneignung; Spracherwerb; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Access; Bildung; Zugang; Bildungszugang; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Fernsehen; Fernsehtechnik; Telekommunikationstechnik; Spiel; Educational game; Lernspiel; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article draws on a long term ethnographic study which explored the way the home based practices experienced by children in a marginalised community in a large South African city, Port Elizabeth, prepared them for, and supported them in, schooling. The study was informed by the field known as 'New Literacy Studies' and which draws extensively on the likes of Heath (1983) and Street (1984). It acknowledges that individuals have the power to exercise agency in the context of structural and cultural constraints but shows how, in this particular community, poverty and geography and the educational backgrounds of caregivers impacted on their best efforts to contribute to their children's development. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01