'Castillo Blueprint': How Young Children in Multilingual Contexts Demonstrate and Extend Literacy and Numeracy Practices in Play

Autor/inn/en	Franco, Janelle; Orellana, Marjorie F.; Franke, Megan L.
Titel	'Castillo Blueprint': How Young Children in Multilingual Contexts Demonstrate and Extend Literacy and Numeracy Practices in Play
Quelle	In: Journal of Early Childhood Literacy, 21 (2021) 3, S.361-387 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Franco, Janelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798419841430
Schlagwörter	Multilingualism; Preschool Children; Preschool Education; Case Studies; Play; Teaching Methods; Ethnography; Immigrants; Sociocultural Patterns; Numeracy; Mathematics; Kindergarten; After School Programs; Cultural Background; Literacy; Language Usage; Cooperative Learning; Teacher Education Programs; Student Diversity; Knowledge Base for Teaching; Clubs; English (Second Language) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Immigrant; Immigrantin; Immigranten; Soziokulturelle Theorie; Rechenkompetenz; Mathematik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Kooperatives Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Club; Klub; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Accountability mandates linked to state education standards and assessments have largely replaced play in early childhood classrooms. This approach limits educators' opportunities by preventing them from using play as a means of identifying and expanding children's diverse range of competencies. In this ethnographic case study, we explore how young children living in a multilingual, new immigrant community use literacy and numeracy practices in play. Drawing from sociocultural theory and ethnomathematics, and highlighting their voices and perspectives, we show how three kindergarten-aged children draw on a broad repertoire of symbolic practices to make meaning as they work together in their play-based afterschool programme. By examining how children use literacy, numeracy and language through their play, we detail how the children collaboratively demonstrate and build knowledge as they build a castle and represent it through a blueprint. We offer implications for how teacher education can better prepare teachers to recognize the diverse range of skills and understandings children bring to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01