Reconceptualising Literacy Understanding and Practices in Early Childhood Settings.

Autor/inn/en	Ashton, Jean; Sproats, Eira
Titel	Reconceptualising Literacy Understanding and Practices in Early Childhood Settings.
Quelle	(2000), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Constructivism (Learning); Early Childhood Education; Educational Practices; Emergent Literacy; Foreign Countries; Parent Role; Parent School Relationship; Pilot Projects; Preschool Teachers; Reflective Teaching; Self Evaluation (Individuals); Teacher Attitudes; Young Children; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Frühleseunterricht; Ausland; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pilot project; Modellversuch; Pilotprojekt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Frühe Kindheit; Australien
Abstract	Reflecting upon and learning from one's working experiences in order to inform future practice is a mark of any professional. The dynamic structure of the early childhood classroom with its focus on the child within the broader context of the family and community makes the reflective process essential for all staff. This paper reports the outcomes of a pilot program in Australia designed to support early childhood staff as they focus on early literacy. In a case study of one service, the reflections of an early childhood teacher in Sydney are analyzed and discussed. The case study describes the shifts in the teacher's practices and understandings about the nature of early literacy as social practice, how it is encouraged, the role of parents, and the need to incorporate home understandings about literacy into all aspects of daily programming. Contains 28 references. (Author/KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC