从书开始为幼儿教育中心的婴幼儿阅读活动量身定制形式和策略

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-10-04 DOI:10.1007/s10643-024-01772-z
Ming-Fang Hsieh
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引用次数: 0

摘要

本研究考察了保育员在早期阅读活动中使用的各种形式和策略,并评估了这些形式和策略如何适合婴幼儿的发展阶段。参与者包括来自 0-12 个月、13-18 个月和 19-24 个月班级的三名保育员,以及一家以强调早期阅读体验而闻名的幼儿教育中心的主任。通过对阅读活动的观察和对四位参与者的访谈收集了数据。研究结果表明,保育员有意识地组织了不同形式的阅读活动--一对一阅读、小组阅读和自由阅读--每种形式都满足了不同的目标和发展需要。他们采用了各种策略,包括语境化语言方法、准语言方法、社交方法和非语境化语言方法,这些方法都适应儿童的发展水平和阅读语境。这项研究提出了一个支架式框架,为幼儿教育中心的阅读实践提供了参考,提出了专业培训建议,特别强调了书本文本之外的非语境化谈话的必要性。
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Beginning with Books: Tailoring Formats and Strategies for Infant and Toddler Reading Activities in Early Childhood Education Centers

This study examined various formats and strategies used by caregivers in early reading activities, and assessed how they were tailored to the developmental stages of infants and toddlers. Participants included three caregivers from classrooms for ages 0–12, 13–18, and 19–24 months, and the director of an early childhood education center known for emphasizing early reading experiences. Data were collected from observations of reading activities and interviews with the four participants. The findings revealed that the caregivers intentionally organized reading activities in different formats— one-on-one, group, and free reading—each fulfilling distinct objectives and developmental needs. They employed various strategies, including contextualized linguistic, paralinguistic, social, and decontextualized linguistic approaches, which were all adapted to the children’s developmental levels and reading contexts. This study resulted in a scaffolding framework that informs reading practices in early childhood education centers, offering professional training recommendations and particularly highlighting the necessity of decontextualized talk beyond the book text.

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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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