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Full-Text Articles in Education
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Anna H Hall
This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of inquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of inquiry and communication. Focusing on the kindergarten student participants’ experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge, and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance …
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Anna H Hall
This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of inquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of inquiry and communication. Focusing on the kindergarten student participants’ experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge, and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance …
Exploring The Amount And Type Of Writing Instruction During Language Arts Instruction In Kindergarten Classrooms., Cynthia S. Puranik, Stephanie Al Otiba, Jessica Folsom Sidler, Luana L. Greulich
Exploring The Amount And Type Of Writing Instruction During Language Arts Instruction In Kindergarten Classrooms., Cynthia S. Puranik, Stephanie Al Otiba, Jessica Folsom Sidler, Luana L. Greulich
Luana Greulich
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing …
Literacy Instruction In Kindergarten: Using The Power Of Dramatic Play, Genan Anderson, Ann Sharp, Debora Escalante
Literacy Instruction In Kindergarten: Using The Power Of Dramatic Play, Genan Anderson, Ann Sharp, Debora Escalante
Genan Anderson
This article supports using dramatic play in the kindergarten classroom to engage children emotionally in the learning process. It uses classroom scenarios to support the role of the dramatic arts to promote oral language development, reading readiness, reading achievement, comprehension, and writing skills. It asserts that early childhood students are best served when sound foundational literacy instruction is playfully presented, practiced in activities such as socio-dramatic play, and enhanced with creative arts.
As Is The Sapling, So Grows The Tree: The Importance Of Early Care, Roberto E. Bahruth
As Is The Sapling, So Grows The Tree: The Importance Of Early Care, Roberto E. Bahruth
Roberto E. Bahruth
All education is political and the ways children are educated early in life has a strong influence on them throughout their adult experience. Examples of these influences are provided from past generations with an argument to address the speed-of-light living of the generation of the microchip world of today's modern society. Children growing up with electronics and with little tolerance for down time crave constant stimulation. They are living a fundamentally different childhood, disconnected from nature's metaphors. Reflective time, quiet time, time spent getting lost in a book are being replaced by microtexting, emails, instant messaging, and cell phone conversations …
Froebel's Legacy, Kathleen A. Strub-Richards
Froebel's Legacy, Kathleen A. Strub-Richards
Kathleen A Strub-Richards
When Froebel was growing up in the late eighteenth century, young children under the age of seven didn't attend school. There was no general education curriculum geared toward young children and no socially recognized value in attempting to teach them (Brosterman, 1997). Friedrich Froebel, through his experience with young children, was the first to see that “constructive, directed” play was extremely beneficial for children under the age of seven. Froebel was greatly influenced by the Swiss educator, Pestalozzi, and Girard, whose ideas, including the training of teachers, methods of observation and hands before books learning , were very revolutionary for …
The Long-Term Effects On High School Seniors Of Learning To Read In Kindergarten, Ralph A. Hanson, Donna M. Farrell
The Long-Term Effects On High School Seniors Of Learning To Read In Kindergarten, Ralph A. Hanson, Donna M. Farrell
Donna M Farrell
This follow-up study assessed the educational history and current reading proficiencies of 3,959 high school seniors from 24 school districts in 10 U.S. states in 1986. The purpose was to examine the effects, if any, of receiving formal reading instruction in kindergarten. Over one-third of these students attended elementary schools that implemented a carefully developed beginning reading program in their kindergarten classes in 1973. Although the study included kindergarten students from all backgrounds, those from at-risk backgrounds were overrepresented. Three types of information were combined for each student to create a data base for this study: (a) the amount of …
The Use Of Kindergarten Screening Scores To Identify The Need For Reading Intervention: A Logit Regression Study, Jayn Crail, John Fraas
The Use Of Kindergarten Screening Scores To Identify The Need For Reading Intervention: A Logit Regression Study, Jayn Crail, John Fraas
John W. Fraas
No abstract provided.