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Young learners: teachers' conceptualisation and practice of literacy in Australian preschool contexts

Scull, Janet, Nolan, Andrea and Raban, Bridie (2012) Young learners: teachers' conceptualisation and practice of literacy in Australian preschool contexts. International Journal of Early Years Education, 20 (4). pp. 379-391. ISSN 0966-9760 (print) 1469-8463 (online)

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Abstract

This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning.

Item Type: Article
Uncontrolled Keywords: ResPubID25612, early years, early literacy preschools, teaching practice
Subjects: FOR Classification > 1301 Education Systems
SEO Classification > 9302 Teaching and Instruction
Faculty/School/Research Centre/Department > College of Education
Depositing User: Yimin Zeng
Date Deposited: 12 Mar 2014 00:07
Last Modified: 23 Sep 2014 04:38
URI: http://vuir.vu.edu.au/id/eprint/23346
DOI: https://doi.org/10.1080/09669760.2012.743101
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Citations in Scopus: 6 - View on Scopus

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