The transition to school, marked by significant moves towards print literacy, is a crucial school-life milestone that can be both exhilarating and daunting. This case study, extracted from an international, quasi-ecological examination of thriving kindergarten children in transition to school, films participants, their families, schools and communities during one ‘day in their lives’. We monitored one Canadian child's interactions[AQ6] with her interlocutors as she negotiated a day in her life from arising to bedtime. All literacy-related interchanges were identified, and three exemplary exchanges were selected, analysed and contextualised, applying Cameron and Pinto's [(2009). Day in the life: Secure interludes with joint book reading. Journal of Research in Childhood Education, 23(4), 437–449. doi:10.1080/02568540909594672] taxonomy to: one child/school-teacher, one child/music instructor and one child/parent joint text-reading transaction. Capturing her engagement in meaning-making as she experienced different expectations and interaction styles we examined the continuities/discontinuities supporting her negotiation of those experiences.

Emerging Literacy during One "Day in the Life" in the Transition to School / Pinto, G.; Cameron, A.C.; Hunt, A.; Leger, P. - In: EARLY CHILD DEVELOPMENT AND CARE. - ISSN 0300-4430. - ELETTRONICO. - (2015), pp. 0-0. [DOI:10.1080/03004430.2015.1105800]

Emerging Literacy during One "Day in the Life" in the Transition to School

PINTO, GIULIANA;
2015

Abstract

The transition to school, marked by significant moves towards print literacy, is a crucial school-life milestone that can be both exhilarating and daunting. This case study, extracted from an international, quasi-ecological examination of thriving kindergarten children in transition to school, films participants, their families, schools and communities during one ‘day in their lives’. We monitored one Canadian child's interactions[AQ6] with her interlocutors as she negotiated a day in her life from arising to bedtime. All literacy-related interchanges were identified, and three exemplary exchanges were selected, analysed and contextualised, applying Cameron and Pinto's [(2009). Day in the life: Secure interludes with joint book reading. Journal of Research in Childhood Education, 23(4), 437–449. doi:10.1080/02568540909594672] taxonomy to: one child/school-teacher, one child/music instructor and one child/parent joint text-reading transaction. Capturing her engagement in meaning-making as she experienced different expectations and interaction styles we examined the continuities/discontinuities supporting her negotiation of those experiences.
2015
0
0
Pinto, G.; Cameron, A.C.; Hunt, A.; Leger, P
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1010290
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