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E-raamat: Researching Early Childhood Literacy in the Classroom: Literacy as a Social Practice

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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.

Researching Early Childhood Literacy in the Classroom

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.

This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics.

List of Abbreviations

List of transcription conventions

Foreword

ACKNOWLEDGEMENTS

Introduction: Literacy, Schooling and Young Children

PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA

Chapter 1 Fresh Perspectives on Familiar Phenomena






Introduction



Section 1: Literacy in the social world



Section 2: Literacy in the institution of schooling



Section 3: Childrens interpretive reproduction of literacy in schools



Conclusion

Chapter 2: Researching Young Childrens in-school literacy practices

Introduction






Section 1: Policy priorities for researching early childhood literacy



Section 2: Ethnographic principles for researching early childhood literacy
in classrooms



Section 3: Re-examining young childrens in-school literacy practices



Conclusion

PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY

Chapter 3: Jessica practises literacy with Donna






Introduction



Section 1: Normalising expectations for young childrens literacy practices.




Section 2: Interpretively reproducing literacy practices in the classroom.



Section 3: Interpretively Reproducing literacy skills and knowledge



Conclusion

Chapter 4: The importance of Amber Class childrens in-class peer culture






Introduction



Section 1: Producing peer culture literacy in social interaction



Section 2: Managing peer culture priorities: Peer to peer copying



Section 3: Managing peer culture and schooled literacy priorities



Conclusion

Chapter 5 Amber Class Childrens encounter with being grouped for teaching






Introduction



Section 1: Schooled literacy manages relative literacy expertise



Section 2: Peer culture interpretations of schooled groupings



Section 3: Sharing literacy expertise in the peer culture



Conclusion

PART THREE: DISCUSSION AND CONCLUSIONS

Discussion: Reflecting on young children, schooling and literacy

Conclusion

Appendix: My research project

REFERENCES
Lucy Henning is Senior Lecturer in primary English at Roehampton University, UK.
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