Language-Rich Early Childhood Classroom: Simple but Powerful Beginnings.
This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story ci...
| Publicado en: | Reading Teacher Vol. 70; no. 2; pp. 159 - 167 |
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| Formato: | Artículo |
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Wiley-Blackwell
Sep/Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=117719687&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 117719687 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep/Oct2016 vid: 70 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 117719687 10.1002/trtr.1487 ppf: 159 ppct: 8 formats: fmt: @attributes: type: P size: 166KB tig: atl: Language-Rich Early Childhood Classroom: Simple but Powerful Beginnings. aug: au: Flynn, Erin Elizabeth affil: Assistant professor of Child and Family Studies, Portland State University, OR, USA su: Early childhood education Oral communication Language & languages Storytelling Comprehension strategies sug: subj: Early childhood education Oral communication Language & languages Storytelling Comprehension strategies keyword: 1-Early childhood Expressive language Oral language, Instructional strategies, teaching strategies Strategies, methods, and materials, Sociocultural Theoretical perspectives ab: This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling engages children in ways of using language associated with literacy learning. When storytelling, children use language in extended, multiclause turns, relaying what happened in another context. Story requires children to communicate what happened as well as the interpersonal significance of events. Small-group storytelling also gives children a chance to practice diverse genres of story and variations in forms of meaning making. The aim of the article is to help teachers appreciate the powerful uses of language present even in children's seemingly simple stories. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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