Pub Date : 2022-10-20DOI: 10.1177/14687984221136057
Melanie M. Acosta, Paul Woodard
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom.
{"title":"Awakening the essence of classroom community building","authors":"Melanie M. Acosta, Paul Woodard","doi":"10.1177/14687984221136057","DOIUrl":"https://doi.org/10.1177/14687984221136057","url":null,"abstract":"In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"540 - 564"},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-17DOI: 10.1177/14687984221125983
Maria E Porta
The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-sound knowledge, and parent education were obtained at the beginning of kindergarten and a measure of word reading at the end of grade 1. A path analysis was applied to test specific hypotheses. The approach revealed a conditional dependence structure between the components as follows: (1) vocabulary depends on parent education; (2) PA depends on vocabulary; (3) letter name-sound knowledge depends on PA; (4) letter name-sound knowledge explained 76% of the variance in word reading; (5) vocabulary indirectly influences word reading through PA and letter name-sound knowledge. Plausible interpretations of the results regarding early reading acquisition among children from low socioeconomic backgrounds are discussed.
{"title":"Towards a model of word reading acquisition in children from low income backgrounds","authors":"Maria E Porta","doi":"10.1177/14687984221125983","DOIUrl":"https://doi.org/10.1177/14687984221125983","url":null,"abstract":"The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-sound knowledge, and parent education were obtained at the beginning of kindergarten and a measure of word reading at the end of grade 1. A path analysis was applied to test specific hypotheses. The approach revealed a conditional dependence structure between the components as follows: (1) vocabulary depends on parent education; (2) PA depends on vocabulary; (3) letter name-sound knowledge depends on PA; (4) letter name-sound knowledge explained 76% of the variance in word reading; (5) vocabulary indirectly influences word reading through PA and letter name-sound knowledge. Plausible interpretations of the results regarding early reading acquisition among children from low socioeconomic backgrounds are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1177/14687984221124185
Wenjie Wang, Rhianna K. Thomas, B. Cahill
The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and multicultural mother and daughter who created and enacted new storytelling practices in the context of community storytime. We analyze the stories through the dual lenses of sociocultural theory and culturally sustaining pedagogy and find powerful opportunities for culturally sustaining pedagogy when a child and parent are invited to share stories from their heritage cultures and encouraged to take leadership in developing and enacting multilingual pedagogies in educational spaces. We offer implications for future research for a deeper understanding of culturally sustaining pedagogy through sociocultural theory in the field of early childhood education.
{"title":"Katy transforms storytime: Culturally sustaining pedagogy in the community","authors":"Wenjie Wang, Rhianna K. Thomas, B. Cahill","doi":"10.1177/14687984221124185","DOIUrl":"https://doi.org/10.1177/14687984221124185","url":null,"abstract":"The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and multicultural mother and daughter who created and enacted new storytelling practices in the context of community storytime. We analyze the stories through the dual lenses of sociocultural theory and culturally sustaining pedagogy and find powerful opportunities for culturally sustaining pedagogy when a child and parent are invited to share stories from their heritage cultures and encouraged to take leadership in developing and enacting multilingual pedagogies in educational spaces. We offer implications for future research for a deeper understanding of culturally sustaining pedagogy through sociocultural theory in the field of early childhood education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1177/14687984221123709
Melinda Zurcher, Angela J. Stefanski
This collective case study sought to investigate the distinctive writing processes and productions of young writers within the space of a writers’ workshop. Based on video-taped observations, fieldnotes, writing samples, and teacher and student interviews, a description of preschool students’ writing processes began to unfold. Some might consider these preschool writing processes to be necessary stepping stones to more conventional writing, but this study makes clear the students already engaged in complex writing processes that may have distinct, valuable qualities to be encouraged and supported. The following research questions guided the data collection and analysis for this study: “How do preschool students create texts within a writers’ workshop?” and “How do these processes differ from past descriptions of the writing process?” These questions are significant, because much of the literature focuses on the writing processes of older students or specific aspects of the emergent writing process (e.g., rehearsal, transcription, dialogue), but this study attempted to describe preschool writing processes as a whole and then identify the dimensions distinctive to these early writers. The data collected in this study highlighted three tightly interconnected themes that reflected aspects of preschool writing processes: the use of illustrations to direct the story, play within writing, and the socialization of emergent authoring. All of these themes underscore how students were writing “in the moment” and creating a multimodal production. By valuing this entire production rather than only the finished written product, young students can view themselves as authors and take on that role.
{"title":"Valuing and supporting the complex writing processes of emergent writers","authors":"Melinda Zurcher, Angela J. Stefanski","doi":"10.1177/14687984221123709","DOIUrl":"https://doi.org/10.1177/14687984221123709","url":null,"abstract":"This collective case study sought to investigate the distinctive writing processes and productions of young writers within the space of a writers’ workshop. Based on video-taped observations, fieldnotes, writing samples, and teacher and student interviews, a description of preschool students’ writing processes began to unfold. Some might consider these preschool writing processes to be necessary stepping stones to more conventional writing, but this study makes clear the students already engaged in complex writing processes that may have distinct, valuable qualities to be encouraged and supported. The following research questions guided the data collection and analysis for this study: “How do preschool students create texts within a writers’ workshop?” and “How do these processes differ from past descriptions of the writing process?” These questions are significant, because much of the literature focuses on the writing processes of older students or specific aspects of the emergent writing process (e.g., rehearsal, transcription, dialogue), but this study attempted to describe preschool writing processes as a whole and then identify the dimensions distinctive to these early writers. The data collected in this study highlighted three tightly interconnected themes that reflected aspects of preschool writing processes: the use of illustrations to direct the story, play within writing, and the socialization of emergent authoring. All of these themes underscore how students were writing “in the moment” and creating a multimodal production. By valuing this entire production rather than only the finished written product, young students can view themselves as authors and take on that role.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1177/14687984221123710
Suzanne M. Egan, M. Moloney, Jennifer Pope, Deirdre Breatnach, Clara Hoyne
Although it is well established that reading with young children supports early language and literacy development, few studies have focused on the importance of parental beliefs about reading with infants. The current study, which sheds light on parental beliefs had three main aims. The first was to examine practices of shared reading in infancy (birth to 1 year old), while the second, sought to examine parents’ views on benefits of and potential barriers to reading with infants. The third aim was to explore how parents’ beliefs about reading, and their own enjoyment of reading, may influence the early home literacy environment they create for their infants. Drawing upon a mixed methods approach, comprising surveys and interviews with parents of infants ( n = 31), this paper highlights the importance of parents’ own enjoyment of reading. The findings, which are considered from a bioecological perspective, indicate that parents’ enjoyment of reading was significantly and positively associated with the number of children’s books in their home, and the frequency of reading with their infant, as well as their hope for their child’s future enjoyment of reading. Parents noted that one of the main benefits of reading with their infants related to socio-emotional development and the one-to-one time, rather than the language and literacy benefits, which constitute the focus of much research in this area. The findings further point to an intergenerational transfer of a love of reading.
{"title":"From stories at bedtime to a love of reading: Parental practices and beliefs About reading with infants","authors":"Suzanne M. Egan, M. Moloney, Jennifer Pope, Deirdre Breatnach, Clara Hoyne","doi":"10.1177/14687984221123710","DOIUrl":"https://doi.org/10.1177/14687984221123710","url":null,"abstract":"Although it is well established that reading with young children supports early language and literacy development, few studies have focused on the importance of parental beliefs about reading with infants. The current study, which sheds light on parental beliefs had three main aims. The first was to examine practices of shared reading in infancy (birth to 1 year old), while the second, sought to examine parents’ views on benefits of and potential barriers to reading with infants. The third aim was to explore how parents’ beliefs about reading, and their own enjoyment of reading, may influence the early home literacy environment they create for their infants. Drawing upon a mixed methods approach, comprising surveys and interviews with parents of infants ( n = 31), this paper highlights the importance of parents’ own enjoyment of reading. The findings, which are considered from a bioecological perspective, indicate that parents’ enjoyment of reading was significantly and positively associated with the number of children’s books in their home, and the frequency of reading with their infant, as well as their hope for their child’s future enjoyment of reading. Parents noted that one of the main benefits of reading with their infants related to socio-emotional development and the one-to-one time, rather than the language and literacy benefits, which constitute the focus of much research in this area. The findings further point to an intergenerational transfer of a love of reading.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124348
Janice Baines, Saudah N. T. Collins
{"title":"Children’s Book Celebrations and Recommendations for Pro-Black Teaching","authors":"Janice Baines, Saudah N. T. Collins","doi":"10.1177/14687984221124348","DOIUrl":"https://doi.org/10.1177/14687984221124348","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"444 - 447"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45175599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124280
Johnnie Lewis Jackson
{"title":"Professional Book Recommendation","authors":"Johnnie Lewis Jackson","doi":"10.1177/14687984221124280","DOIUrl":"https://doi.org/10.1177/14687984221124280","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"441 - 443"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46557585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124285
Aeriale N. Johnson
{"title":"Professional Book Recommendation","authors":"Aeriale N. Johnson","doi":"10.1177/14687984221124285","DOIUrl":"https://doi.org/10.1177/14687984221124285","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"438 - 439"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42501928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124351
Rachelle D. Washington, Michelle H. Martin
{"title":"Children’s Book Celebrations and Recommendations for Pro-Black Pedagogy","authors":"Rachelle D. Washington, Michelle H. Martin","doi":"10.1177/14687984221124351","DOIUrl":"https://doi.org/10.1177/14687984221124351","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"448 - 452"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47752041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14687984221123000
Wintre Foxworth Johnson
Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.
{"title":"Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods","authors":"Wintre Foxworth Johnson","doi":"10.1177/14687984221123000","DOIUrl":"https://doi.org/10.1177/14687984221123000","url":null,"abstract":"Black children around the globe develop and learn in persistently racist environments. Decades of early racial awareness research primarily center on the development of young children’s self-esteem, racial biases, or friendships. Researchers have yet to learn all that can be understood about young children’s perspectives on structural racial inequities. There is a dearth of research that examines young African American children’s emergent sociopolitical consciousness. As such, this article explores the following inquiry: What research conditions make it possible to elicit young African American children’s racialized sociopolitical awareness and knowledge? Over the course of one school year, I studied five African American first graders’ literacies, racial awareness, and sociopolitical knowledge who were enrolled in an independent neighborhood elementary school. Through a synthesis of my methodology, I detail three foundational orientations: (a) privileging intraracial spaces as contexts for narrating and grappling with racialized, sociopolitical realities, (b) utilizing children’s literature by and about Black people with critically conscious narratives, and (c) operating from the belief that young children are competent to speak about the racialized conditions in which they live. This research demonstrates the possibilities of Pro-Black research at the intersection of racial awareness and sociocultural literacy studies. To combat anti-Blackness in education research and in schools, we need to hear the voices of African American children and carve out spaces that center Blackness for them to express racial sociopolitical truths. Conducting early racial awareness research about and with young African American children requires that we believe they possess the developmental capacity to name and resist inequity and imagine the possibilities of racial justice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"408 - 432"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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