Collaborative Research into the "Hidden Worlds" of Children's Peer Reading

Autor/inn/en	Johnson, Sarah Jean; Avetisian Cochran, Hasmik
Titel	Collaborative Research into the "Hidden Worlds" of Children's Peer Reading
Quelle	In: Journal of Early Childhood Research, 19 (2021) 3, S.381-395 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Sarah Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20983846
Schlagwörter	Literacy; Kindergarten; Language Acquisition; Ethnography; Video Technology; Literacy Education; Faculty Development; Teacher Attitudes; Peer Relationship; Learning Processes; Sociolinguistics; Teaching Methods; Cultural Awareness; Laboratory Schools; Learning Motivation; Curriculum Design; Reading Instruction; Researchers; Preschool Teachers; Cooperation; California (Los Angeles) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Ethnografie; Lehrerverhalten; Peer-Beziehungen; Learning process; Lernprozess; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Laborschule; Motivation for studies; Lernmotivation; Lehrplangestaltung; Leseunterricht; Researcher; Forscher; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Co-operation; Kooperation
Abstract	Children's peer social worlds as part of language and literacy learning are often "hidden" from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher's perspective on children's peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher's perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children's peer reading and teacher development in literacy education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01