Researching early childhood literacy in the classroom. Literacy as a social practice.

Autor/in	Henning, Lucy
Titel	Researching early childhood literacy in the classroom. Literacy as a social practice.
Quelle	New York; London: Routledge (2021), xv, 182 S.Verfügbarkeit
Reihe	Routledge research in literacy
Beigaben	Illustrationen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-03-224008-4
Schlagwörter	Empirische Untersuchung; Forschung; Soziale Bedingung; Kompetenzerwerb; Soziale Beziehung; Soziale Interaktion; Soziale Norm; Frühe Kindheit; Ethnografie; Forschung; Großbritannien; Grundschule; Kind; Schule; Unterricht; Soziale Norm; Schulklasse; Rahmenrichtlinie; Unterrichtsklima; Videoaufzeichnung; Kind; Schule; Schulklasse; Grundschule; Lernprozess; Peer Group; Rahmenrichtlinie; Unterrichtsgestaltung; Unterrichtsklima; Videoaufzeichnung; Unterricht; Institution; Großbritannien
Abstract	This volume demonstrates how the ethnographic approach to research demanded by a 'Literacy as Social Practice' perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks. This book argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with 'learning' and 'progress' to concentrate on 'practice' and 'meaning' in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1