Writing Play-Books with Linguistically Diverse Young Learners

Autor/inn/en	Byrnes-Cloet, Heidi; Hill, Susan
Titel	Writing Play-Books with Linguistically Diverse Young Learners
Quelle	In: Reading Teacher, 75 (2022) 4, S.413-427 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2056
Schlagwörter	Writing (Composition); Preschool Children; Elementary School Students; Illustrations; Books; Dramatic Play; Group Activities; Preschool Education; Language Skills; Early Childhood Education; Student Diversity; Scaffolding (Teaching Technique); Peer Relationship; Teacher Student Relationship; Early Childhood Teachers + Suchen Sie Ihr Suchwort? Schreibübung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildliche Darstellung; Book; Buch; Monographie; Monografie; Dramatisches Mittel; Theaterstück; Gruppenaktivität; Language skill; Sprachkompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende
Abstract	The article presents a classroom-based study that engaged linguistically diverse preschool and early school-age children in illustrating books, jointly composing written narratives to accompany their illustrations, and enacting these child-authored books through shared sociodramatic play. Findings from story retell tasks show significant improvement in children's narrative language: vocabulary, syntax, accuracy, and text structure. Analysis of collaborative dialogue during book-making highlights the role of peer and teacher scaffolding in supporting children's literate language and identity development. The article presents an engaging play-based approach for ECE educators to (1) significantly and equitably increase child-led literate language interactions; (2) improve early writing instruction, by increasing meaningful composing experience; (3) strengthen culturally sustaining home/community-school partnerships, through authentic dialogue with caregivers about children's writing; and (4) harness the social and multimodal power of play to promote a range of important early learning goals. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11