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A Snapshot of Early Childhood Teachers' Read-Aloud Selections.

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Title: A Snapshot of Early Childhood Teachers' Read-Aloud Selections.
Authors: La Croix, Leslie1 (AUTHOR) llacroix@gmu.edu, Ward Parsons, Allison1 (AUTHOR), Klee, Holly L.1 (AUTHOR), Vaughn, Margaret2 (AUTHOR), Yun, Sehyun3 (AUTHOR)
Source: Early Childhood Education Journal. Oct2024, Vol. 52 Issue 7, p1433-1445. 13p.
Subject Terms: *Early childhood teachers, *Emergent literacy, Children's drawings, Nonfiction, Well-being
Abstract: The practice of reading aloud to children is ubiquitous in early childhood classrooms. Teachers read aloud to young children to entertain, to build early literacy skills, to develop domain specific content knowledge and vocabulary, to promote social and emotional development and well-being, and to draw children into community with each other and the world. The types of texts teachers decide to immerse children in matters: children need opportunities to examine fiction and nonfiction texts, to learn from and about history, to wonder about phenomena in their natural, physical, and social worlds. This study explores the range of titles that 445 early childhood teachers reported reading with their students at a single timepoint. It describes the variety of fiction and nonfiction texts teachers reported reading and surfaces rich culturally relevant literature selections use with young children. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The practice of reading aloud to children is ubiquitous in early childhood classrooms. Teachers read aloud to young children to entertain, to build early literacy skills, to develop domain specific content knowledge and vocabulary, to promote social and emotional development and well-being, and to draw children into community with each other and the world. The types of texts teachers decide to immerse children in matters: children need opportunities to examine fiction and nonfiction texts, to learn from and about history, to wonder about phenomena in their natural, physical, and social worlds. This study explores the range of titles that 445 early childhood teachers reported reading with their students at a single timepoint. It describes the variety of fiction and nonfiction texts teachers reported reading and surfaces rich culturally relevant literature selections use with young children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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