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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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: 10.1177/14687984221124351
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":null,"pages":null},"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: 10.1177/14687984221124285
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":null,"pages":null},"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: 10.1177/14687984221123000
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":null,"pages":null},"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}
Pub Date : 2022-09-01DOI: 10.1177/14687984221124281
E. Leach
{"title":"Professional Book Recommendation","authors":"E. Leach","doi":"10.1177/14687984221124281","DOIUrl":"https://doi.org/10.1177/14687984221124281","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156470","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: 10.1177/14687984221124283
Jackie Matise Pen
{"title":"Professional Book Recommendation","authors":"Jackie Matise Pen","doi":"10.1177/14687984221124283","DOIUrl":"https://doi.org/10.1177/14687984221124283","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631011","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: 10.1177/14687984221121157
G. Boutte, Catherine Compton-Lilly
Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack anti-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.
{"title":"Prioritizing Pro-Blackness in literacy research, scholarship, and teaching","authors":"G. Boutte, Catherine Compton-Lilly","doi":"10.1177/14687984221121157","DOIUrl":"https://doi.org/10.1177/14687984221121157","url":null,"abstract":"Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using Pro-Blackness as an antidote in early childhood classrooms. Pro-Black does note connote anti-White or anti any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack anti-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348763","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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