Democracy or Legacy? Boys' Views on Early Literacy in Three Maltese State Schools

Autor/in	Bonello, Charmaine
Titel	Democracy or Legacy? Boys' Views on Early Literacy in Three Maltese State Schools
Quelle	In: Journal of Early Childhood Research, 20 (2022) 2, S.144-158 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonello, Charmaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X211051330
Schlagwörter	Males; Emergent Literacy; Foreign Countries; Underachievement; Gender Differences; Childrens Rights; Democracy; Student Attitudes; Literacy Education; Phenomenology; Teaching Methods; Early Childhood Education; Phonics; Bilingual Education; Semitic Languages; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Native Language Instruction; Malta + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Frühleseunterricht; Ausland; Performance deficiency; Leistungsschwäche; Geschlechterkonflikt; 'Children''s rights'; Kindesrecht; Demokratie; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht
Abstract	Malta, a former British colony, has inherited a legacy of formal education, which remains stubbornly in place even after almost 60 years of independence. Similarly, persistent are arguments in research and policy highlighting democracy and children's rights in early years practice and boys' underachievement in literacy. This paper examines 5- to 6-year-old boys' perspectives about their schooled reading and writing experiences in three Maltese state schools through the dual lenses of children's rights and democratic practice to create new understandings of these widely discussed longstanding phenomena. The paper discusses themes emerging from three focus group interviews which were part of a broader mixed-methods phenomenological doctoral study. Findings revealed that most boys experienced undesirable reading and writing practices, pointing to a need to rollback the highly formalised approach to literacy practised in many early years of educational settings in Malta. This paper questions whether countries like Malta will remain paralysed by a legacy of early formal schooling or move forward to an actual realisation of children's rights through sustained democratic early childhood paedagogies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01