Advertisement

Conceptualising Literacy in the Early Childhood Setting

  • Claire J. McLachlanEmail author
  • Alison W. Arrow
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)

Abstract

This chapter will provide a brief introduction to literacy research with children in the early years (birth to 8 years) and will identify some of the pressing issues and concerns in research on early literacy. The theoretical framework which underpins many of the studies is explored, identifying that much research into early literacy has employed socio-pyscho-linguistic, social practice and cultural historical explanations of how children learn. The unifying theme of early multi literacies is explored. An overview of the chapters in the book is provided, along with comment on how each chapter contributes to the growing body of early childhood literacy research.

Keywords

Early Childhood Phonological Awareness Morphological Awareness Emergent Literacy Literacy Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Anderson, J. (1995). Listening to parents’ voices: Cross cultural perceptions of learning to read and to write. Reading Horizons, 35, 394–413.Google Scholar
  2. Bakhtin, M. M. (Ed.). (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin, TX: University of Texas Press.Google Scholar
  3. Bodrova, E., & Leong, D. J. (2005). High quality preschool programs: What would Vygotsky say? Early Education and Development, 16(4), 435–444.CrossRefGoogle Scholar
  4. Bodrova, E., & Leong, D. (2010). Curriculum and play in early child development, encyclopedia on early childhood development. Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development, Montreal. Available at: www.childencyclopedia.com/documents/Bodrova-LeongANGxp.pdf
  5. Bruner, J. (1986). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
  6. Burke, C., Harste, J., & Woodward, V. (1984). Language stories and literacy lessons. London: Heinemann.Google Scholar
  7. Casbergue, R., McGee, L. M., & Bedford, A. (2008). Characteristics of classroom environments associated with accelerated literacy development. In L. M. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 167–181). New York: Guilford Press.Google Scholar
  8. Clay, M. (1982). Observing young readers: Selected papers. London: Heinemann.Google Scholar
  9. Clay, M. (1991). Developmental learning puzzles me. Australian Journal of Reading, 14(4), 263–276.Google Scholar
  10. Clay, M. M. (1966). Emergent reading behaviour. Auckland, New Zealand: Unpublished doctoral thesis, University of Auckland.Google Scholar
  11. Cooper, P. (2009). The Classrooms all young children need: Lessons in teaching from Vivian Paley. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
  12. Egan, K. (1992). Imagination in teaching and learning: The middle school years. New York, NY: Routledge.Google Scholar
  13. Elkonin, D. (1977). Toward the problem of stages in the mental development of the child. In M. Cole (Ed.), Soviet developmental psychology (pp. 538–563). White Plains, NY: M. E. Sharpe (Original work published 1971).Google Scholar
  14. Elkonin, D. (1978). Psychologija igry [The psychology of play]. Moscow: Pedagogika.Google Scholar
  15. Ferreiro, E. (1986). The interplay between information and assimilation in beginning literacy. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 15–49). Norwood, NJ: Ablex.Google Scholar
  16. Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Port Melbourne, Australia: Cambridge University Press.CrossRefGoogle Scholar
  17. Gee, J. P. (2004). Situated language and learning: A critique of traditional learning. London: Routledge.Google Scholar
  18. Goodman, Y. (1986). Children coming to know literacy. In W. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading. Norwood, NJ: Ablex.Google Scholar
  19. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.Google Scholar
  20. Jalongo, M. R., Fennimore, B. S., & Stamp, L. N. (2004). The acquisition of literacy: Reframing definitions, paradigms, ideologies and practices. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on language policy and literacy instruction in early childhood education (pp. 57–110). Greenwich, CN: Information Age Publishing.Google Scholar
  21. John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191–206.CrossRefGoogle Scholar
  22. Kalantsiz, M., & Cope, B. (2012). Literacies. Port Melbourne, Australia: Cambridge University Press.CrossRefGoogle Scholar
  23. Knobel, M., & Lankshear, C. (2003). Researching young children’s out of school literacy practices. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 51–65). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  24. Luke, A., & Freebody, P. (1990). Literacies programs: Debates & demands in cultural context. Prospect, 5(7), 7–16.Google Scholar
  25. Mashburn, A. J. (2008). Evidence for creating, expanding, designing and improving high quality preschool programs. In L. M. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 5–24). New York, NY: Guilford Press.Google Scholar
  26. Mayall, B. (2002). Towards a sociology for childhood: Thinking from children’s lives. Buckingham, UK: Open University Press.Google Scholar
  27. McLachlan, C., & Arrow, A. (2011). Literacy in the early years in New Zealand: Policies, politics and pressing reasons for change. Literacy, 45(3), 126–133.CrossRefGoogle Scholar
  28. McLachlan, C. J., & Arrow, A. W. (2013). Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: A quasi experimental study in five New Zealand centres. Reading and Writing, 27, 819–839. doi: 10.1007/s11145-013-9467-y.
  29. Merton, R. (1968). The Matthew effect in science. Science, 159, 56–63.CrossRefGoogle Scholar
  30. Morrow, L. M. (2009). Literacy development in the early years: Helping children to read and write (6th ed.). Boston, MA: Pearson.Google Scholar
  31. Morrow, L. M., & Schickendanz, J. A. (2006). The relationship between socio dramatic play and literacy development. In D. K. Dickenson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 269–280). New York: Guilford.Google Scholar
  32. National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.Google Scholar
  33. Neuman, S., & Dickinson, D. K. (2011). Handbook of early literacy research (Vol. 3). New York: Guilford Press.Google Scholar
  34. Neuman, S. B. (2007). Social contexts for literacy development: A family literacy program. In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood: Research from multiple perspectives (2nd ed., pp. 151–168). New York: Lawrence Erlbaum Associates.Google Scholar
  35. Paley, V. G. (2004). A Child’s world: The importance of fantasy play. Chicago, IL: The University of Chicago Press.CrossRefGoogle Scholar
  36. Pearson, P. D., & Hiebert, E. H. (2010). National reports in literacy: Building a scientific base for practice and policy. Educational Researcher, 39, 286–294.CrossRefGoogle Scholar
  37. Punch, K. (2009). Introduction to research methods in education. Thousand Oaks, CA: Sage.Google Scholar
  38. Read, C. (1975). Children’s categorization of speech sounds in English. Urbana, IL: National Council of Teachers of English.Google Scholar
  39. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.Google Scholar
  40. Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.Google Scholar
  41. Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2/3), 69–81.CrossRefGoogle Scholar
  42. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–406.CrossRefGoogle Scholar
  43. Strickland, D. C., & Cullinan, B. (1990). Afterword. In M. J. Adams (Ed.), Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar
  44. Teale, W. (1984). Reading to young children: Its significance to literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy. Exeter, NH: Heinemann Educational Books.Google Scholar
  45. Teale, W., Hoffman, J., Paciga, K., Lisy, J. G., Richardson, S., & Berkel, C. (2009). Early literacy: Then and now. In J. V. Hoffman & Y. M. Goodman (Eds.), Changing literacies for changing times: An historical perspective on the future of reading research, public policy and classroom practices (pp. 76–97). London: Routledge.Google Scholar
  46. Teale, W., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.Google Scholar
  47. Teale, W., & Sulzby, E. (1989). Emergent literacy: New perspectives. In D. S. Strickland & L. S. Morrow (Eds.), Emerging literacy: Young children learn to read and write. Newark, NJ: International Reading Association.Google Scholar
  48. Vygotsky, L. (1997). The history of the development of higher mental functions (M. J. Hall, Trans., Vol. 4). New York: Plenum Press. (Original work published 1983).Google Scholar
  49. Vygotsky, L. S. (1956). Obuchenije i razvitije v doshkol’nom vozraste [Learning and development in preschool children]. In L. Vygotsky (Ed.), Izbrannye psychologicheskije trudy [Selected psychological studies]. Moscow: RSFSR Academy of Pedagogical Sciences.Google Scholar
  50. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  51. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: Harvard University Press.Google Scholar
  52. Vygotsky, L. S. (1987). Thinking and speech. New York: Plenum.Google Scholar
  53. Vygotsky, L. S. (1998). The collected works of L.S. Vygotsky, Vol. 5 (R. W. Rieber Ed., M. H. Hall, Trans). New York: Kluwer Academic/Plenum Publishers.Google Scholar
  54. Walberg, H. J., & Tsai, S. (1983). Matthew effects in education. Educational Research Journal, 20, 359–373.Google Scholar
  55. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.CrossRefGoogle Scholar
  56. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89–100.Google Scholar
  57. Yaden, D., & Templeton, S. (Eds.). (1986). Metalinguistic awareness and beginning literacy: Conceptualising what it means to read and write. Portsmouth, NH: Heinemann.Google Scholar
  58. Yudina, E. G., Galiguzova, L. N., Knyazeva, O. L., Mesheryakova-Zamogil’naya, S. Y., & Sterkina, R. B. (2000). Standarty v systeme doshkolnogo obrazovaniya [Standards in preschool education]. Moscow: Ministry of Education.Google Scholar
  59. Zaporozhets, A. (1986). Izbrannye psychologicheskie trudy [Selected works]. Moscow: Pedagogika.Google Scholar
  60. Zaporozhets, A. V. (1978). Printzip razvitiya v psichologii [Principle of development in psychology]. Moscow: Pedagogika.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Te Hononga, School of Curriculum and Pedagogy, Faculty of EducationUniversity of WaikatoHamiltonNew Zealand
  2. 2.Institute of EducationMassey UniversityPalmerston NorthNew Zealand

Personalised recommendations