Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts
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| Title: | Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts |
|---|---|
| Language: | English |
| Authors: | Peterson, Shelley Stagg, Greenberg, Janice |
| Source: | Texas Journal of Literacy Education. Sum 2017 5(1):10-23. |
| Availability: | Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Dramatic Play, Literacy, Oral Language, Intervention, Educational Principles, Teacher Role, Action Research, Childrens Writing, Classroom Techniques, Video Technology, Scaffolding (Teaching Technique), Protocol Materials, Protocol Analysis, Teaching Methods, Early Childhood Education, Foreign Countries, Observation |
| Geographic Terms: | Canada |
| ISSN: | 2374-7404 |
| Abstract: | A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's language, literacy, and conceptual learning, and to propose additional ways to extend children's learning. The principles are observing what the children are interested in and following the children's lead, building on children's funds of knowledge to keep the conversation going, and posing a problem to invite deeper thinking about the problem and propose possible solutions. We conclude with suggestions for teachers in grades one and five to address social studies and health curriculum objectives from the Texas curriculum, while at the same time supporting and extending children's language. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2017 |
| Accession Number: | EJ1147677 |
| Database: | ERIC |
| Abstract: | A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's language, literacy, and conceptual learning, and to propose additional ways to extend children's learning. The principles are observing what the children are interested in and following the children's lead, building on children's funds of knowledge to keep the conversation going, and posing a problem to invite deeper thinking about the problem and propose possible solutions. We conclude with suggestions for teachers in grades one and five to address social studies and health curriculum objectives from the Texas curriculum, while at the same time supporting and extending children's language. |
|---|---|
| ISSN: | 2374-7404 |
