Literaturnachweis - Detailanzeige
Autor/inn/en | Franco, Janelle; Orellana, Marjorie F.; Franke, Megan L. |
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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 |
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) 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). |
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 |