Advertisement

In Dialogue with Children: Exploring Children’s Views of Literacy Practices in Their Early Childhood Settings

  • Pauline HarrisEmail author
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)

Abstract

In early years literacy policies and decision-making, children’s voices are quite silent despite their right to have voice in matters affecting their lives (UNCRC, 1989). Calling for a rights-based shift in literacy research, this chapter reports a study of children’s voices about reading in their second school year. This study was driven by moral and pedagogic imperatives to engage with children’s voices about their reading education at school. Constructing children as competent participants, key informants and human rights bearers (Mayall, 2002), this study is framed by a sociocultural perspective of reading (Luke & Freebody, 1990). Children’s perspectives of their participation, efficacy and wellbeing as readers at school provoke reflection on consequences of what is provided in early years programmes, highlighting importance of understanding these consequences through children’s voices and considering children’s views in policy and decision-making.

Keywords

Poor Reader Visual Text Reading Practice Sorting Criterion Easy Work 
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. Allington, R. L. (1980). Poor readers don’t get to read much in their reading groups. Language Arts, 57(8), 872–876.Google Scholar
  2. Allington, R. L. (2005). Five missing pillars of scientific reading instruction. Retrieved June 2011, from http://www.readingrecovery.org/pdf/conferences/NC07/Handouts/Allington_Five_Missing_Pillars.pdf
  3. Allington, R. L. (2009). If they don’t read much … 30 years later. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 33–54). New York: Guilford Press.Google Scholar
  4. Allington, R. L. (2012). Every child, every day. Reading: The Core Skill, 69(6), 10–15.Google Scholar
  5. Bloome, D., Katz, L., Hong, H., Woods, P. M., & Wilson, M. (2013). Methodologies in research on young children and literacy. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 605–632). London: Sage.CrossRefGoogle Scholar
  6. Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (Nice & Richard, Trans.). London: Sage.Google Scholar
  7. Bourdieu, P., with Waguant, L. J. D. (1992). An invitation to reflexive sociology. Chicago, IL: Chicago University Press.Google Scholar
  8. Certo, J., Moxley, K., Reffitt, K., & Miller, J. A. (2010). ‘I learned how to talk about a book’: Children’s perceptions of literature circles across grade and ability levels. Literacy Research and Instruction, 49(3), 243–263.CrossRefGoogle Scholar
  9. Clark, A., Kjorholt, A. T. & Moss, P. (Eds.). (2005). Beyond listening: Children’s perspectives on early childhood services. Bristol, UK: The Policy Press.Google Scholar
  10. Cope, B., & Kalantzis, M. (2013). ‘Multiliteracies’: New literacies, new learning. In M. R. Hawkins (Ed.), Framing languages and literacies: Socially situated views and perspectives (pp. 105–135). New York: Routledge.Google Scholar
  11. Delpit, L. (2003). Educators as ‘seed people’ growing a new future. Educational Researcher, 32(7), 14–21.CrossRefGoogle Scholar
  12. DEST. (2005). Teaching reading: report and recommendations. National Inquiry into the Teaching of Literacy, December, 2005. Canberra, Australia: Department of Education, Science and Training (DEST).Google Scholar
  13. Exley, B., & Luke, A. (2010). Uncritical framing: Lesson & knowledge structure in school science. In D. Cole (Ed.), Handbook of research on multiliteracies & technology enhanced education. London: Routledge.Google Scholar
  14. Freebody, P. (2007). Literacy education in school: Research perspectives from the past, for the future. Retrieved from http://www.acer.edu.au/documents/AER52.pdf
  15. Freire, P. (2000). Pedagogy of the oppressed (30th Anniversary edn.). New York: Continuum International Publishing Group.Google Scholar
  16. Glesne, C. (2006). Becoming qualitative researchers: An introduction. Boston, MA: Pearson.Google Scholar
  17. Guba, E. G., & Lincoln, Y. S. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.Google Scholar
  18. Hall, K. (2013). Effective literacy teaching in the early years of school. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 523–540). London: Sage.CrossRefGoogle Scholar
  19. Halliday, M. A. K. (1978). Language as a social semiotic: The social interpretation of language and meaning. London: Edward Arnold.Google Scholar
  20. Hancock, R., & Mansfield, M. (2002). The literacy hour: A case for listening to children. The Curriculum Journal, 13(2), 183–200.CrossRefGoogle Scholar
  21. Harcourt, D., & Conroy, H. (2009). Informed agreement to participate. Early Childhood Development & Care, 179(2), 157–165.CrossRefGoogle Scholar
  22. Harrett, J., & Benjamin, T. (2005). What is a real story? Investigating the perceptions of key stage One children. Early Years, 25(1), 31–42.CrossRefGoogle Scholar
  23. Harris, P. (2015). ‘Words and stuff’: Exploring children’s perspectives of classroom reading in the early school years. Australian Journal of Language and Literacy, 38(1), 27–37.Google Scholar
  24. Harris, P., & Manatakis, H. (2013). Children as citizens: Engaging with the child’s voice in educational settings. London: Routledge.Google Scholar
  25. Harris, P., Turbill, J., Fitzsimmons, P., & McKenzie, B. (2006). Reading in the primary school years. Melbourne, Australia: Thomson.Google Scholar
  26. Harris, P., Turbill, J., Kervin, L., & Harden-Thew, K. (2010). Mapping the archive: An examination of research reported in AJLL 2000–2005. Australian Journal of Language and Literacy, 33(3), 173–196.Google Scholar
  27. Lansdown, G. (2011). A framework for monitoring & evaluating children’s participation, Save the Children, UNICEF, Plan, World Vision. Retrieved March 18, 2013 from: http://resourcecentre.savethechildren.se/library/framework-monitoring-and-evaluating-childrens-participation-preparatory-draft-piloting
  28. Lever-Chain, J. (2008). Turning boys off? Listening to what five-year-olds say about reading. Literacy, 42(2), 83–91.CrossRefGoogle Scholar
  29. Levy, R. (2008). ‘Third spaces’ are interesting places: Applying ‘third space theory’ to nursery-aged children’s constructions of themselves as readers. Journal of Early Childhood Literacy, 8(1), 43–66.CrossRefGoogle Scholar
  30. Levy, R. (2009). Children’s perceptions of reading and the use of reading scheme texts. Cambridge Journal of Education, 39(3), 361–377.CrossRefGoogle Scholar
  31. Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), SAGE handbook of qualitative research (4th ed., pp. 97–128). Thousand Oaks, CA: Sage.Google Scholar
  32. Luke, A. (2004). On the material consequences of literacy. Language and Education, 18(4), 331–335.CrossRefGoogle Scholar
  33. Luke, A., & Freebody, P. (1990). Literacies programs: Debates & demands in cultural context. Prospect, 5(7), 7–16.Google Scholar
  34. Mac Naughton, G., Hughes, P., & Smith, K (eds.). (2008). Young children as active citizens. Newcastle, UK: Cambridge Scholars Publishing.Google Scholar
  35. Mayall, B. (2002). Towards a sociology for childhood: Thinking from children’s lives. Buckingham, UK: Open University Press.Google Scholar
  36. McCabe, P., & Margolis, H. (2001). Enhancing the self-efficacy of struggling readers. The Clearing House, 75(1), 45–49.CrossRefGoogle Scholar
  37. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (National Institute of Health Pub. No 00–4769). Washington, DC: National Institute of Child Health and Human Development.Google Scholar
  38. Neale, M. D. (1999). Neale analysis of reading ability (3rd ed.). Camberwell, Australia: ACER Press.Google Scholar
  39. Orellana, M., & Peer, K. (2013). Methodologies of early childhood research. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 633–652). London: Sage.CrossRefGoogle Scholar
  40. Pahl, K., & Allan, C. (2011). ‘I don’t know what literacy is’: Uncovering hidden literacies in a community library using ecological and participatory research methodologies with children. Journal of Early Childhood Literacy, 11(2), 190–213.CrossRefGoogle Scholar
  41. Pearson, P. D. (2007). An endangered species act for literacy education. Journal of Literacy Research, 39(2), 145–162.Google Scholar
  42. Percy-Smith, B., & Thomas, N. (Eds.). (2009). Handbook of children & young people’s participation. London: Routledge.Google Scholar
  43. Sommer, D., Samuelsson, I. P., & Hundeide, K. (2010). Child perspectives & children’s perspectives in theory and practice. London: Springer.CrossRefGoogle Scholar
  44. Strauss, A., & Corbin, J. (1990). Basics of qualitative research – grounded theory procedures and techniques. Newbury Park, CA: Sage.Google Scholar
  45. Thomson, P. (2000). Neighbourhood schools and the New poverty: Educational dis/advantage in changing times and places. Sydney, Australia: Allen & Unwin.Google Scholar
  46. UN Convention on the Rights of the Child. (1989). Retrieved February 23, 2012, From http://www2.ohchr.org/english/law/crc.htm
  47. Vygotsky, L. (1978). Mind in society. Harvard, MA: Cambridge University Press.Google Scholar
  48. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.School of EducationUniversity of South AustraliaAdelaideAustralia

Personalised recommendations