"Little Pig, Little Pig, Yet Me Come In!" Animating "The Three Little Pigs" with Preschoolers

Autor/in	Rhoades, Mindi
Titel	"Little Pig, Little Pig, Yet Me Come In!" Animating "The Three Little Pigs" with Preschoolers
Quelle	In: Early Childhood Education Journal, 44 (2016) 6, S.595-603 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0743-0
Schlagwörter	Preschool Children; Early Childhood Education; Reggio Emilia Approach; Childrens Literature; Emergent Literacy; Multimedia Instruction; Interdisciplinary Approach; Learning Modalities; Play + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reggio-Pädagogik; 'Children''s literature'; Kinderliteratur; Frühleseunterricht; Multimediales Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernumgebung; Spiel
Abstract	Early childhood education, particularly through the influence of the Reggio Emilia model, traditionally has a strong affinity for arts-based, inquiry-based, interdisciplinary pedagogy. However, in the US, as standardized testing and curricula creep into early childhood classrooms, they marginalize arts-based learning and the kinds of playful, collective, student-centered, experimental approaches it encourages. Relegating arts to the margins ignores their abilities as powerful learning "languages" in their own right, as well as their benefits and the possibilities they open for interdisciplinary and transdisciplinary learning. This article presents a 2-month project in a preschool class that implemented arts-based meaning-making strategies built around student interest in the children's book classic, "The Three Little Pigs and the Big Bad Wolf." The subsequent analysis uses an emergent literacy framework, adding two of the eleven core New Media Literacies concerns (play and transmedia navigation), to examine ways arts-based inquiry projects and new technologies can support preschoolers' development of multiple, multimodal, and digital literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01