Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School

Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

doi:10.1080/02568543.2016.1274926

Cited by 18 publications

(27 citation statements)

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“…Lacks of time and of natural arenas for cooperation were the reasons for no interaction (Pantazis 1991, Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017 were absolutely confirmed by our findings. Perceptions of first grade teacher's for preschools as childcare facilities rather than educational facilities (Brostom 2002) were also confirmed by our findings.…”

Section: Discussionsupporting

confidence: 80%

“…The problem of collaboration, stated by a number of researchers (Bredekamp & Copple 1997, Pianta et al 1999, Rimm-Kaufman & Pianta 2000, Broström 2002, Margetts 2002, Early 2004, Broström 2007, Dockett & Perry 2007, Fabian & Dunlop 2007, Niesel & Griebel 2007, Vrinioti 2008, Ecclestone 2009, Sivropoulou & Vrinioti 2009, Ahtola et al 2011, Karydis 2014, Alatalo et al 2017) demonstrated clearly by our research findings. Accordingly to international studies (Hjelte 2005, Ackesjö 2013, Karydis 2014, Alatalo et al 2016 our findings stated that kindergarten and school teachers don't seem to have realized the benefits of working together.…”

Section: Discussionsupporting

confidence: 76%

“…The lack of communication and effective collaboration between preschool and primary school is an important barrier to continuity of literacy teaching and learning was demonstrated from many researchers (Bredekamp & Copple 1997, Pianta et al 1999, Rimm-Kaufman & Pianta 2000, Broström 2002, Margetts 2002, Early 2004, Broström 2007, Dockett & Perry 2007, Fabian & Dunlop 2007, Niesel & Griebel 2007, Vrinioti 2008, Ecclestone 2009, Ackesjö 2013, Ahtola et al 2011, Karydis 2014, Alatalo et al 2016, Alatalo et al 2017. In this context the purpose of this research is to study the perceptions of Greek first-grade primary school teachers and kindergarten teachers about the need for and the existence of co-operation, ways to achieve it, as well as the benefits of collaboration on literacy, literacy practices and its reinforcement.…”

Section: Methodsmentioning

confidence: 99%

“…arenas for cooperation were the reasons for no interaction (Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017).…”

mentioning

confidence: 99%

“…Similarly, teachers teaching in the first grade of primary school seem to treat preschools as childcare facilities rather than educational facilities. According to Alatalo et al (2017) the kindergarten's teachers' wishes to know more about the children's literacy learning are too much on a general level to be able to provide a good enough basis for planning literacy activities that fit every individual child. In the same context, results of this research demonstrate that preschool tradition has viewed care as being core to its work and considered learning and achievement as domains associated with compulsory school.…”

mentioning

confidence: 99%

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http://educationalroleoflanguage.org/erl-journal/erl-journal-issues/volume-2/2019v02p09/

Apostolou¹,

Stellakis²

2020

ERL Journal

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The purpose of this research is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers about their cooperation regarding literacy practices and their enhancement. The need for cooperation, the potential for co-operation, how to achieve it, as well as its benefits for enhancing literacy, are the key questions explored. The research is part of a broader study of the relationships between natural / early and conventional / school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 632 teachers who were separated into two groups, 326 kindergarten teachers and 306 teachers teaching the year of the process in the first grade of Greek elementary schools. The results showed that kindergarten teachers were more positive about the need for co-operation on literacy practices, but first-grade primary school teachers believed more in their co-operation. Kindergarten teachers and first-grade primary school teachers agree on the need for joint actions, with teachers considering as significant constraints the co-location of school units, the lack of common time, and the pressure of "course material". Theoretical backgroundWhen attempting a theoretical and research approach to enhancing natural literacy and its teaching, one must first and foremost analyze the behavior of teachers in an attempt to visualize how they shape their teaching choices. According to Kalantzis et al. (2019), if we are to have 'new', 'modern' students we need nothing less than 'new', 'modern' teachers to work with students, with parents and with each other by expanding and promoting 'literacy' learning practices towards learning "literacies" to create learners capable of deriving, producing meaning and communicating.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionsupporting

confidence: 76%

Section: Methodsmentioning

confidence: 99%

“…arenas for cooperation were the reasons for no interaction (Pianta et al 1999, Hjelte 2005, Ackesjö 2012, Alatalo et al 2016, Alatalo et al 2017).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

http://educationalroleoflanguage.org/erl-journal/erl-journal-issues/volume-2/2019v02p09/

Apostolou¹,

Stellakis²

2020

ERL Journal

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Pedagogical Knowledge of Transitory Moments

Quiñones

Ridgway

2021

Affective Early Childhood Pedagogy for Infant-Toddlers

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Preschool Teachers’ Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-methods Analysis

Nasiopoulou

Williams

Lantz-Andersson

2021

Scandinavian Journal of Educational Research

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This study explores preschool teachers' considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner's ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers' considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers' ratings of these content areas, their professional background, and group size. Prominent in preschool teachers' reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to children's specific displayed interest. Implications for the content of early education programs and continuing professional development models are discussed.

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Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School

Cited by 18 publications

References 18 publications

http://educationalroleoflanguage.org/erl-journal/erl-journal-issues/volume-2/2019v02p09/

http://educationalroleoflanguage.org/erl-journal/erl-journal-issues/volume-2/2019v02p09/

Pedagogical Knowledge of Transitory Moments

Preschool Teachers’ Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-methods Analysis

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