Play and Literacy: A Collaborative Action Research Project in Preschool

Autor/in	Einarsdottir, Johanna
Titel	Play and Literacy: A Collaborative Action Research Project in Preschool
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 1, S.93-109 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.705321
Schlagwörter	Foreign Countries; Action Research; Preschool Teachers; Faculty Development; Play; Emergent Literacy; Video Technology; Photography; Interviews; Observation; Diaries; Documentation; Participatory Research; Teacher Empowerment; Teaching Methods; Teacher Attitudes; Learning Processes; Phonological Awareness; Literacy Education; Creative Teaching; Iceland + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Frühleseunterricht; Fotografie; Interviewing; Interviewtechnik; Beobachtung; Diary; Tagebuch; Dokumentation; Forschungstätigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Learning process; Lernprozess; Creative thinking; Teaching; Kreatives Denken; Unterricht; Island
Abstract	The article describes a collaborative action research in a preschool in Reykjavik. The participants were two preschool teachers who collaborated with researchers at the University of Iceland. The project was set up as a professional development course for the teachers. Emphasis was placed on continuity in children's education, integration of play and learning, and the connection between play and emerging literacy. Data were gathered using video recordings, photos, interviews, observations, notes from meetings, documents, and diaries. The findings indicate that participation in this action research empowered the preschool teachers and influenced their practices and ideas. They became more aware of the value of play in children's learning. They did not, however, change their former practices in which they worked on literacy during specific, well-defined periods: their beliefs and practices in this regard seemed to be constrained by traditions in which play and learning are separate entities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10