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Storybook Reading: Literacy and Teacher Knowledge in Early Childhood Education

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Title: Storybook Reading: Literacy and Teacher Knowledge in Early Childhood Education
Language: English
Authors: Joanna Williamson, Helen Hedges (ORCID 0000-0003-2436-9307), Rebecca Jesson
Source: Journal of Early Childhood Literacy. 2026 26(1):3-28.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Descriptors: Story Reading, Childrens Literature, Preschool Teachers, Preschool Children, Preschool Education, Knowledge Level, Reading Strategies, Teacher Student Relationship, Knowledge Base for Teaching, Pedagogical Content Knowledge, Foreign Countries
Geographic Terms: New Zealand
DOI: 10.1177/14687984231214990
ISSN: 1468-7984
1741-2919
Abstract: Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3-5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman's seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499048
Database: ERIC
FullText Text:
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  Data: Storybook Reading: Literacy and Teacher Knowledge in Early Childhood Education
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  Data: <searchLink fieldCode="AR" term="%22Joanna+Williamson%22">Joanna Williamson</searchLink><br /><searchLink fieldCode="AR" term="%22Helen+Hedges%22">Helen Hedges</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2436-9307">0000-0003-2436-9307</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+Jesson%22">Rebecca Jesson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(1):3-28.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 26
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  Data: 2026
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Story+Reading%22">Story Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: 10.1177/14687984231214990
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  Data: 1468-7984<br />1741-2919
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  Data: Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3-5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman's seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children.
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        Value: 10.1177/14687984231214990
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      – Text: English
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      – SubjectFull: Childrens Literature
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Reading Strategies
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Foreign Countries
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