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Collaborative research into the “hidden worlds” of children’s peer reading
Journal of Early Childhood Research Pub Date : 2021-02-24 , DOI: 10.1177/1476718x20983846
Sarah Jean Johnson 1 , Hasmik Avetisian Cochran 2
Affiliation  

Children’s peer social worlds as part of language and literacy learning are often “hidden” from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher’s perspective on children’s peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher’s perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children’s peer reading and teacher development in literacy education.



中文翻译:

儿童同伴阅读“隐藏世界”的合作研究

研究人员和教师都经常“隐藏”儿童的同伴社会世界,作为语言和读写能力的一部分。本文报道了研究人员和资深幼儿园老师之间对这些隐藏世界的合作研究。我们利用人种学文档(视频,访谈,现场笔记)和视频微观分析,有两个目的供我们查询。首先,我们对老师关于儿童同伴阅读行为的观点以及儿童作为这些实践的一部分正在学习的观点感兴趣。其次,我们反思如何使用视频密切观察隐藏的课堂生活对教师学习的贡献。结果是从教师的角度对孩子在与同伴一起阅读时如何获得学习阅读的性格和技能进行了详细的分析。

更新日期:2021-03-15
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