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Funge, Simon P.; Sullivan, Dana J.; Tarter, Kirsten – Early Childhood Education Journal, 2017
The Dolly Parton Imagination Library (DPIL) program encourages reading among families of preschool children by mailing age-appropriate books, once per month, until the child reaches the age of five. An evaluation of a DPIL program in a southern state in the U.S. was conducted to assess the impact on enrolled children. Focus groups were conducted…
Descriptors: Early Childhood Education, Cognitive Development, School Readiness, Program Descriptions
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Han, Jisu; Neuharth-Pritchett, Stacey – Childhood Education, 2014
Research shows that home environments play a critical role in developing children's early literacy skills. Given the importance of developing early literacy skills to bolster children's chances for subsequent academic success, this article highlights the role of parent-child shared book reading. Summarizing research on different types of…
Descriptors: Interaction, Parent Child Relationship, Preschool Children, Oral Reading
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Rhoades, Mindi – Early Childhood Education Journal, 2016
Early childhood education, particularly through the influence of the Reggio Emilia model, traditionally has a strong affinity for arts-based, inquiry-based, interdisciplinary pedagogy. However, in the US, as standardized testing and curricula creep into early childhood classrooms, they marginalize arts-based learning and the kinds of playful,…
Descriptors: Preschool Children, Early Childhood Education, Reggio Emilia Approach, Childrens Literature
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Kemple, Kristen M.; Lee, Rang, II.; Harris, Michelle – Early Childhood Education Journal, 2016
Many have called for re-examination of the "colorblind" philosophy to which some early educators have, tacitly or explicitly, adhered (e.g. Boutte et al. 2011; Derman-Sparks and Edwards 2010; Husband 2012). It has been argued that, while colorblind approaches may appear to be politically neutral, they actually exacerbate racial…
Descriptors: Physical Characteristics, Racial Bias, Preschool Children, Self Concept
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Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit – Journal of Research in Childhood Education, 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading
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Aerila, Juli-Anna; Rönkkö, Marja-Leena – Early Childhood Education Journal, 2015
Art-related learning should be the central way of doing and playing in preschool, because the high quality of art-related education has a positive effect on children's well-being, identity development, and creative thinking. In our study we tested an integrated learning process where reading literature and telling stories is combined with the…
Descriptors: Handicrafts, Childrens Literature, Integrated Activities, Learning Processes
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Freeman, Greta Griffin – Early Childhood Education Journal, 2014
Bullying behaviors among young children are taking place in preschool classrooms and child-development centers. The author makes a case, based on bullying themes in children's literature and both qualitative and quantitative data collection with young children, for the use of children's picture books to teach character as bullying…
Descriptors: Action Research, Bullying, Young Children, Preschool Children
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Lee, Boh Young – Early Childhood Education Journal, 2011
The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities.…
Descriptors: Independent Reading, Toddlers, Emergent Literacy, Reading Instruction
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Hawkins, Karen – European Early Childhood Education Research Journal, 2014
Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…
Descriptors: Social Justice, Social Responsibility, Inclusion, Social Integration
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Wheeler, Edyth – Childhood Education, 2008
Teachers often wonder how to add social justice and care for the environment to an already packed curriculum. Books and the ensuing conversations with children are a way to re-imagine the curriculum, rather than adding to it. Fiction and nonfiction books allow children to travel beyond what they know and live into the lives of others. This article…
Descriptors: Social Justice, Childrens Literature, Nonfiction, Conservation (Environment)
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Lee, Boh Young – Early Childhood Education Journal, 2010
This qualitative study builds on the previous body of emergent literacy research by investigating the use of storybook reading with parents during morning transition times through observation on fifteen toddlers (2- to 3-years old), their parents, and teachers in a university preschool classroom. The focus of this study is to investigate whether…
Descriptors: Parent Participation, Toddlers, Parent School Relationship, Emergent Literacy
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Huennekens, Mary Ellen; Xu, Yaoying – Early Childhood Education Journal, 2010
The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their…
Descriptors: Childrens Literature, Books, English (Second Language), Second Language Learning
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Karniol, Rachel – Journal of Research in Childhood Education, 2012
Preschool children listened to a children's storybook about an animal character, with reading being terminated prior to, or after, problem resolution. The children's empathic understanding of how the animal character felt was assessed, and they were then asked to draw, with strength of pressure on the page (as evident on attached carbon copies)…
Descriptors: Animals, Preschool Children, Personality Traits, Psychological Patterns
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Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urska; Podlesek, Anja – European Early Childhood Education Research Journal, 2012
Storytelling represents an aspect of children's general language competence. The characteristics of the home literacy environment, especially joint reading between parents and children, have a significant effect on children's storytelling. The purpose of this study was to explore the age differences in the storytelling of three- to six-year-old…
Descriptors: Age Differences, Developmental Psychology, Family Environment, Picture Books
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Dwyer, Julie; Neuman, Susan B. – Early Childhood Education Journal, 2008
The selection of books to read to young children matters enormously in the role books play for enriching children's lives. This paper reviews the scientific evidence for the appropriate selection of books, and argues that care in selecting books targeted to children's developing skills will enhance the power and the pleasures of reading to young…
Descriptors: Preschool Children, Reading Material Selection, Childrens Literature, Developmental Stages
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