Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-11-04 DOI:10.1007/s10643-024-01789-4
Sandy Dellalonga
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Abstract

The purpose of this qualitative, phenomenological study was to understand early childhood teachers’ perceptions surrounding the topic of childhood scribbles as they relate to emergent literacy. Sociocultural theory provided a foundation for this research because of its focus on relationships between children, other children, and teachers to foster learning experiences. Additionally, social semiotic theory also guided this research because childhood scribbles represent children’s “signs” which can also influence communication and literacy skills. The participants were nine preschool, transitional kindergarten, kindergarten, and first grade teachers (N = 9) who volunteered to complete an open-ended survey, follow-up interviews, and a short survey before and after participating in a “Scribbles Workshop”. This study was guided by a central research question: What are early childhood teachers’ perceptions of children’s scribbling in the classroom environment, with regard to emergent literacy? Findings highlight an overarching theme: Scribbling promotes student and teacher interaction, which is critical to increased emergent literacy. A “Scribbling Interaction Cycle” is interpreted from the data and instances where teachers mentioned the importance of the student and teacher interacting to obtain meaning. Fourteen additional themes are presented which correspond to each explored construct. Findings are discussed and implications are given which relate to improved teacher education at the university level, policy changes at the state and national level, and revising kindergarten and first grade English language arts standards to include developmentally appropriate guidelines.

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涂鸦与早期识字的联系:幼儿教师如何看待涂鸦?
这项现象学定性研究的目的是了解幼儿教师对童年涂鸦这一主题的看法,因为它们与萌芽读写能力有关。社会文化理论为本研究提供了基础,因为它关注儿童、其他儿童和教师之间的关系,以促进学习体验。此外,社会符号学理论也为本研究提供了指导,因为童年涂鸦代表了儿童的 "符号",也会影响交流和识字技能。本研究的参与者包括九名学前班、过渡幼儿园、幼儿园和一年级的教师(N = 9),他们自愿在参加 "涂鸦工作坊 "前后完成开放式调查、后续访谈和简短调查。本研究以一个核心研究问题为指导:幼儿教师如何看待儿童在课堂环境中的涂鸦行为,以及与萌芽识字有关的涂鸦行为?研究结果突出了一个重要主题:涂鸦促进了学生和教师之间的互动,这对提高萌芽读写能力至关重要。根据数据和教师提到的学生和教师互动以获得意义的重要性的事例,解释了 "涂鸦互动循环"。另外还提出了 14 个主题,这些主题与所探讨的每个建构相对应。对研究结果进行了讨论,并提出了相关的启示,这些启示涉及改进大学层面的教师教育、州和国家层面的政策变化,以及修订幼儿园和一年级英语语言艺术标准,以纳入适合学生发展的指导原则。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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