Reading with Preschool Children Guided by Regulatory or Emancipatory Purposes: A Case Study
2014 (English)In: The International Journal of Literacies, ISSN 2327-0136, Vol. 21, no 1, 1-11 p.Article in journal (Refereed) Published
The theoretical framework guiding this study builds on the tension between perspectives on literacy learning as autonomous activities or as activities embedded in a social, historical and cultural context as described by the autonomous versus the ideological model for literacy. The read-aloud practices have been studied in one case study (data from interviews, lengthy observations, focus group interviews, artefacts, video recordings) of a preschool where thematic work guided the activities, and in one larger study where preschool teachers and teacher trainees documented the reading activities, by use of observation schedules, during one week in 40 different preschools. Converging evidence indicate a tension between planned language games and phonics exercises on the one hand and on the other hand child initiated emergent literacy activities, such as pretend reading and prewriting where the children conceived both the writing system and the social meaning of the activities. The emergent literacy activities were observed in connection with thematic work. In the larger sample of preschools thematic work did not occur and the purpose of the read-alouds was predominantly regulatory or disciplinary to make the children rest. The differences between thematic reading, regulatory reading and child initiated play reading will be illuminated and analyzed.
Place, publisher, year, edition, pages
2014. Vol. 21, no 1, 1-11 p.
Read-alouds, Preschool, Emergent Literacy, Social Literacies, Phonics, Thematic Reading
IdentifiersURN: urn:nbn:se:umu:diva-95976OAI: oai:DiVA.org:umu-95976DiVA: diva2:762106