{"title":"涂鸦与早期识字的联系:幼儿教师如何看待涂鸦?","authors":"Sandy Dellalonga","doi":"10.1007/s10643-024-01789-4","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"13 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?\",\"authors\":\"Sandy Dellalonga\",\"doi\":\"10.1007/s10643-024-01789-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"13 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-11-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01789-4\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01789-4","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles?
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.
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