The Experts below are selected from a list of 118530 Experts worldwide ranked by ideXlab platform
Jacqueline Lynch - One of the best experts on this subject based on the ideXlab platform.
-
preschool teachers beliefs about children s print Literacy Development
Early Years, 2009Co-Authors: Jacqueline LynchAbstract:Beliefs have often been considered important because of their relation to practice. Little is known about the Literacy beliefs of preschool teachers, particularly their print Literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print Literacy beliefs of preschool teachers in a large multicultural area of central Canada. Interviews were conducted with eight preschool teachers based on a previous study in Australia. There were five themes that emerged from this research: uncertainty and variation in beliefs about how and when children learn to read and to write; isolation from other preschools and limited access to professional Literacy knowledge; the importance of parent involvement in children's Literacy Development and the need to inform; increased Literacy knowledge required; and variation in practices for fostering print Literacy Development. This study has important implications for preschool teaching as well a...
Gunilla Sandberg - One of the best experts on this subject based on the ideXlab platform.
-
Swedish preschool teachers perspectives on multilingual children´s emergent Literacy Development
World Journal of Educational Research, 2017Co-Authors: Martina Norling, Gunilla SandbergAbstract:This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent Literacy Development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for Literacy Development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent Literacy Development. This study highlights the importance of paying attention to multilingual children’s emergent Literacy processes already in preschool.
Alexandra List - One of the best experts on this subject based on the ideXlab platform.
-
Defining digital Literacy Development: An examination of pre-service teachers’ beliefs
Computers & Education, 2019Co-Authors: Alexandra ListAbstract:Abstract We identify three conceptions of digital Literacy Development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre-service teachers' beliefs about digital Literacy Development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital Literacy Development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital Literacy Development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital Literacy Development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital Literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.
Martina Norling - One of the best experts on this subject based on the ideXlab platform.
-
Swedish preschool teachers perspectives on multilingual children´s emergent Literacy Development
World Journal of Educational Research, 2017Co-Authors: Martina Norling, Gunilla SandbergAbstract:This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent Literacy Development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for Literacy Development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent Literacy Development. This study highlights the importance of paying attention to multilingual children’s emergent Literacy processes already in preschool.
Boh Young Lee - One of the best experts on this subject based on the ideXlab platform.
-
Early Literacy Development in Toddlerhood: Publication Trends from 1990 to 2009
Early Childhood Education Journal, 2012Co-Authors: Boh Young LeeAbstract:The paper examines publication trends in the United States regarding Literacy Development in toddlerhood from 1990 to 2009, exploring what features or elements of toddlers’ Literacy Development have been documented, and how they have been documented, over the last 20 years, to indicate areas for further exploration. Articles were carefully selected with predetermined exclusion criteria within five chosen databases that cover professional and scholarly peer-reviewed journals in a variety of areas in education. The selected articles then were analyzed and categorized with predefined categories: publication year, type of article, participants, methodology, research setting, and purpose(s) of study.
-
Early Literacy Development in toddlerhood
2012Co-Authors: Boh Young LeeAbstract:This dissertation, which is composed of four manuscripts, (i) addresses the features or elements in terms of emergent Literacy Development in toddlerhood for further exploration by searching and examining articles that have been published over the last 20 years; (ii) describes the multiple dimensions of contexts where toddlers may develop their Literacy knowledge and skills, such as Literacy-related activities by themselves, with peers, parents, or teachers, during morning transition times, free play times, and story times, in a classroom of toddlers for one and half years; and (iii) examines Literacy knowledge and skills that toddlers may have by observing and assessing them with a modified checklist.