The Social Construction of Intentionality: Two-Year-Olds' and Adults' Participation at a Preschool Writing Center

Autor/in	Rowe, Deborah Wells
Titel	The Social Construction of Intentionality: Two-Year-Olds' and Adults' Participation at a Preschool Writing Center
Quelle	In: Research in the Teaching of English, 42 (2008) 4, S.387-434 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Childrens Writing; Ethnography; Intention; Preschool Children; Social Influences; White Students; Writing (Composition); Interpersonal Communication; Verbal Communication; Teacher Student Relationship; Literacy Education; Emergent Literacy; Nonverbal Communication; Student Participation; Play + Suchen Sie Ihr Suchwort? 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Ethnografie; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialer Einfluss; Schreibübung; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht; Non-verbal communication; Nonverbale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spiel
Abstract	This paper describes how one group of Euro-American, middle-class two-year-olds living in the southern US learned to form and enact locally appropriate textual intentions and literate identities as they participated in writing events. Data were collected during a nine-month ethnographic study of two-year-olds' and adults' interactions at a preschool writing table. Adult talk functioned to elicit information about the children's writing, to guide their participation, and to showcase adult writing activities as demonstrations. Children observed adult writing, initiated their own graphic activities, and co-authored with adults. A large portion of children's talk involved verbal or gestural descriptions of their intentions. Microanalysis of intertextual connections in adult-child talk showed how children learned intentionality through joint participation in writing, focusing on five key patterns: a) the joint negotiation of textual intentions in face-to face interaction, b) the forceful nature of the "pedagogical mode of address," c) children's use of existing resources to take up roles as writers, d) changes in participation, and e) children's agency in shaping their participation as writers. (Contains 5 tables, 4 figures and 1 note.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10