Facilitating integrated teaching and learning in the preschool setting: A process approach

Lauritzen, Phyllis

doi:10.1016/0885-2006(92)90073-8

Cited by 8 publications

(4 citation statements)

References 17 publications

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Section: Self-regulated Learning In Ylsmentioning

confidence: 99%

“…In addition, the development of self-regulation is key for developing children's autonomy and their English language awareness [20][21][22]. Perry, Phillips, and Dowler (2004) [23] argued that, although academic self-regulation studies have principally involved students from upper-elementary grades through university levels, the number of reports on younger learners has been growing [22][23][24]. In his study, Ribeiro (2016) was able to demonstrate that, throughout her "Science Fair" project in an EYFS, it was possible to demonstrate that the CLIL methodology is "an effective methodological approach, given that even in the EYFS is possible to teach a subject through a second language successfully".…”

Section: Self-regulated Learning In Ylsmentioning

confidence: 99%

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“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

Lucas

2023

Education Sciences

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School readiness can be used as a key target to support children’s social, emotional, language, and a wide range of communication skills, particularly to promote equity for children in a democratic society. This is especially important for Portuguese children attending early years foundation settings, as considering “school readiness” creates a much broader educational base for school subjects to subsequently build upon and, in particular, nurturing early years foundation stage Portuguese children’s literacy development in English, the privileged language of international communication. However, little is known about how the English language can be best taught at such young ages, as well as the unique outcomes from such an early exposure, at least in the Portuguese context. Language play has been argued to be a “universal” feature common to all human beings, regardless of their age. This study set out to prepare young preschool children with an English language background for the primary school years. As such, this study examined the impact of exposing children to classroom-based storybook reading sessions and original cartoon-based created materials, hence creating a print-referencing-style environment carried out during an academic year. The impacts on preschoolers’ early literacy development were examined, focusing specifically on the domain of print knowledge. The study reported here set out to determine to what extent a play-based, cross-curricular pedagogic programme for learning English, fastened in CLIL principles (English across the curriculum), could be effective in promoting early literacy development within an early years setting in Portugal, thus preparing children for the formal years of primary school to come. Fifteen native Portuguese preschool children (3–5 years old) were the focus of this study. Their engagement in English lessons was investigated through audio recordings of peer and group conversations. Cross-reference content analyses were carried out separately, with audio recordings of lessons and researcher’s field notes as part of triangulation of the data.

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Section: Self-regulated Learning In Ylsmentioning

confidence: 99%

Section: Self-regulated Learning In Ylsmentioning

confidence: 99%

“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

Lucas

2023

Education Sciences

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“…They include print-related areas, such as a library and a writing centre (Soderman et al., 1999; Vukelich et al., 2002), which contain ‘written notes, letters, books, labels, newspapers, magazines, and other reading materials. Crayons, pencils and paper, chalkboards, and other writing materials are readily available’ (Lauritzen, 1992, p. 535). Lauritzen (1992) also describes a literacy-rich environment as being one in which there are people who model the uses of reading and writing in real-life situations.…”

Section: Emergent Literacy: Learning About Print and Learning To Decodementioning

confidence: 99%

“…Crayons, pencils and paper, chalkboards, and other writing materials are readily available’ (Lauritzen, 1992, p. 535). Lauritzen (1992) also describes a literacy-rich environment as being one in which there are people who model the uses of reading and writing in real-life situations. In the preschool setting, teachers often model the uses and functions of literacy; they also model literacy practices by reading aloud for the children (Neuman 1999; Taylor et al., 2000), or by encouraging children's independent reading and writing (Durkin, 2004; Soderman et al., 1999).…”

Section: Emergent Literacy: Learning About Print and Learning To Decodementioning

confidence: 99%

Exposing preschoolers to the printed word: A case study of preschool teachers in Mauritius

Owodally

2012

Journal of Early Childhood Literacy

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Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to observe children's first official introduction to the printed word. The aim of this paper is to consider the ways in which preschool teachers expose children to print and decoding skills and some of the factors shaping their choices and pedagogical practices. This paper uses data from a longitudinal case study, using an ethnographic approach, to describe and analyse the strategies used by three teachers as they expose a group of four-to fiveyear-olds to the printed word in a government preschool. I argue that in foreign language contexts such as Mauritius, children's exposure to the printed word is often cosmetic and educational, with emphasis on the direct teaching of some decoding skills. I also argue that the relationship that the children build with print is one of seriousness, associated with schoolwork, thus playing down the meaning-making, more playful and more entertaining functions and uses of print. This is related to local linguistic, sociocultural and educational factors.

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Classroom Context Effects on Young Children’s Motivation

Stipek

2001

Student Motivation

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Facilitating integrated teaching and learning in the preschool setting: A process approach

Cited by 8 publications

References 17 publications

“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

Exposing preschoolers to the printed word: A case study of preschool teachers in Mauritius

Classroom Context Effects on Young Children’s Motivation

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