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Conceptualizations of writing in early years curricula and standards documents: international perspectives
University of Toronto.
University of Auckland.
Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
University of Connecticut.
2018 (engelsk)Inngår i: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, nr 4, s. 499-521Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivanic’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical dis- course which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be devel- oped under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consider- ation of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political under- standings lie within their home and school lives, rather than the broader community.

sted, utgiver, år, opplag, sider
Routledge, 2018. Vol. 29, nr 4, s. 499-521
Emneord [en]
Writing curriculum, young learners, discourses of writing and teaching writing, international perspectives
HSV kategori
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språkdidaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-152541DOI: 10.1080/09585176.2018.1500489ISI: 000469997000005OAI: oai:DiVA.org:umu-152541DiVA, id: diva2:1254902
Tilgjengelig fra: 2018-10-10 Laget: 2018-10-10 Sist oppdatert: 2019-09-05bibliografisk kontrollert

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