Early Literacy: Towards a Unified Approach for Childcare and School

Autor/in	Jensen, Anders Skriver
Titel	Early Literacy: Towards a Unified Approach for Childcare and School
Quelle	In: Journal of Early Childhood Literacy, 12 (2012) 3, S.311-330 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798411417374
Schlagwörter	Early Childhood Education; Emergent Literacy; Educational Policy; Holistic Approach; Transitional Programs; Articulation (Education); Unified Studies Curriculum; Child Care; Resistance to Change; Educational Resources; Teaching Methods; Educational Opportunities; Research Projects; Change Strategies; Educational Change; Denmark + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Politics of education; Bildungspolitik; Holistischer Ansatz; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kombinationsstudiengang; Kinderfürsorge; Kinderbetreuung; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Forschungsvorhaben; Lösungsstrategie; Bildungsreform; Dänemark
Abstract	This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic inclusive approach to early literacy that resists a narrow accountability-oriented Danish policy (mirroring international trends). The paper draws on Brostrom's (2006a, 2006b, 2008, 2009) re-conceptualization of early childhood education and care (ECEC), which perceives care, upbringing and teaching as a unified whole, challenging both childcare services and schools. The paper also draws on Gee's (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth's (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early literacy must pay attention to how diverse early literacy opportunities empower children, especially when these opportunities are employed in a project-based learning environment in which each child is able to contribute to shared literacy events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10