Early Child Development and Care · 2002 · 10 citations · 4 references
EducationEarly Childhood EducationLiteracy EducationEarly LiteracyLanguage DevelopmentLanguage EducationEarly Childhood CurriculumEarly Literacy DevelopmentEarly Literacy SkillsEmergent LiteracyLanguage LearningReadingAction Research CyclesAction Research InterpretationEarly Childhood Literacy DevelopmentEarly Literacy InstructionEnvironmental Influences On Language DevelopmentPhenomenology Of Reading
The purpose of this study is to observe and describe the use of texts in the pre-school, to document the interaction between the child, the teacher and the environment and the emergent literacy in the daily practices. The presentation of the results is a description of two different textual environments: the narrative and the passive. The frame of reference in this study is the Vygotskij theory (1982) about thought and language in a cultural and historic perspective. The frame of reference is also the phenomenographic research in learning in general and learning the written language in a perspective of meta-cognition (Marton and Booth, 1997; Dahlgren and Olsson, 1985; Pramling, 1983; 1994). The immediate background to this study is an action research inspired developmental project to implement the curriculum (Ministry of Education, 1998) in the pre-school.
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