ERIC ED441211: Literacy Development in the First pdf

ERIC ED441211: Literacy Development in the First

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Description of the Book:

Drawing on the research study, “100 Children Go to School: Connections between Literacy Development in the Prior to School Period and the First Year of Schooling,” conducted from 1996-1998 by a team made up of Susan Hill, Barbara Comber, William Louden, Judith Rivalland, and Jo-Anne Reid, this paper discusses the findings of the study, poses questions about universal, sequential linear notions of literacy development, and raises issues to do with literacy pedagogy. According to the paper, the study explored the connections and disconnections among three distinct social spaces through which young children move–home, preschool, and school. The paper links connections and disconnections children make between home and school to the repertoires and knowledge children already have. It states that the case studies suggest that success in playing the institutional game of schooling is contingent upon students using the social and cultural capital they have acquired from home, and also upon teachers’ ways of building on children’s different resources.

The paper endorses culturally inclusive curriculum and pedagogy, rather than children’s success with literacy being contingent upon what children already have experienced prior to schooling. It advocates a review of current literacy curriculum and pedagogy to examine school practices in terms of cultural inclusivity. (Contains 3 tables, 3 figures, and 29 references.) (NKA

• Creator/s: ERIC
• Date: 1999-10
• Year: 1999
• Book Topics/Themes: ERIC Archive, Case Studies, Cultural Context, Early Childhood Education, Educational Practices, Educational Research, Emergent Literacy, Foreign Countries, Young Children, Hill, Susan, Louden, William

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