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Acevedo, María V. – Journal of Early Childhood Literacy, 2019
Children's life experiences can position their exploration of global cultural communities within early childhood classrooms. Some early childhood educators, however, are concerned that many young children do not have direct experience of global cultures and thus believe that differences between cultural practices will be confusing to young…
Descriptors: Play, Cultural Awareness, Early Childhood Education, Preschool Teachers
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Bengochea, Alain; Sembiante, Sabrina F.; Gort, Mileidis – Journal of Early Childhood Literacy, 2018
In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in…
Descriptors: Bilingualism, Play, Second Language Learning, Code Switching (Language)
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Harwood, Debra; Collier, Diane R. – Journal of Early Childhood Literacy, 2017
Children's intra-actions with the natural world offer an important lens to revisit notions of literacies. They allow for a decentring of humans--here children--as actors. Also, forest schools and nature-based learning programmes are increasingly erupting across North America, although more commonplace in Europe for a longer period. In this…
Descriptors: Natural Resources, Outdoor Education, Story Telling, Preschool Children
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Pataki, Kristen W.; Metz, Alexia E.; Pakulski, Lori – Journal of Early Childhood Literacy, 2014
Purpose: This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss. Method: This study employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the…
Descriptors: Preschool Children, Hearing Impairments, Play, Learner Engagement
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Kristoffersen, Ann Elise; Simonsen, Eva – Journal of Early Childhood Literacy, 2014
This article reports on a study of literacy practices in a Norwegian preschool where deaf and hearing children are enrolled in the same group and where communication is based on both sign language and spoken language. The aim of the study was to explore pathways to literacy for young deaf children within this setting. Our implicit assumption is…
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Deafness
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Roskos, Kathleen A.; Christie, James F. – Journal of Early Childhood Literacy, 2011
Research on the relationship between play and early literacy flourished in the 1990s but slowed to a trickle at the start of the new millennium. As we see it, play-literacy research is stuck in a theoretical and methodological rut. Two promising conceptual frameworks--connectionist and dynamic systems theories--can supply the thrust needed to get…
Descriptors: Play, Emergent Literacy, Child Development, Correlation
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Roskos, Kathleen A.; Christie, James F.; Widman, Sarah; Holding, Allison – Journal of Early Childhood Literacy, 2010
In this literature review, we examined 30 years of play-literacy inquiry through a quantitative lens in order to identify, assemble and summarize studies of sufficient methodological strength to form a corpus of research that encourages meta-analytic thinking. First, a multi-phase search of the literature was conducting yielding 192 studies that…
Descriptors: Play, Effect Size, Emergent Literacy, Teaching Methods
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Levy, Rachael – Journal of Early Childhood Literacy, 2008
Based on Moje et al.'s (2004) conceptions of "third space theory", this article describes how five nursery-aged children created a "third space" between home and school, in order to find continuity between home and school constructions of reading. This article describes how the children used various aspects of their home…
Descriptors: Popular Culture, Childrens Literature, Preschool Children, Family Environment
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Kaderavek, Joan N.; Pakulski, Lori A. – Journal of Early Childhood Literacy, 2007
The current study explored literacy interest or orientation of pre-school children with hearing impairment during mother-child story book interactions. Twelve pre-schoolers with varying types and levels of hearing impairment were observed during mother-child home book reading and toy play. Story books included both narrative and manipulative book…
Descriptors: Toys, Play, Preschool Children, Hearing Impairments