Kindergarten as Nexus of Practice: A Mediated Discourse Analysis of Reading, Writing, Play, and Design in an Early Literacy Apprenticeship

Wohlwend, Karen E.

doi:10.1598/rrq.43.4.1

Cited by 20 publications

(29 citation statements)

References 11 publications

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“…but "Is this right?" This shift from intention to convention is illustrated by an excerpt from my fieldnotes collected in one kindergarten in a focal case study in a three year ethnographic study of language, literacy, and play practices in early childhood classrooms (Wohlwend, 2007).…”

Section: Introductionmentioning

confidence: 99%

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Wohlwend

2008

The New Educator

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When children enter public kindergartens in the current atmosphere of high stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not "What did I write?" but "Is this right?" This ethnographic case study examines early writing by 23 kindergarten children within the context of their free-writing time and their teacher"s plan to restore intention to compensate for a mandated curriculum that overemphasized convention. Children"s writing samples were analyzed before and after the teacher introduced peer sharing, a strategy aimed at reestablishing the children"s communicative intent.

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Section: Introductionmentioning

confidence: 99%

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Wohlwend

2008

The New Educator

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“…The second approach addresses dialogue between peers and is an important opportunity for ELLs, students with learning disabilities, and socioculturally diverse learners to reflect on ideas and engage with their peers (Apthorp, 2006;Coyne et al, 2010;Ivey & Broaddus, 2007;Medina, 2010;Wohlwend, 2008). Recommended practices include collaborative reading 9 strategies (CSR) (Kim et al, 2006), literature circles (Medina, 2010), reciprocal teaching (Hansfield & Jiménez, 2009), peer-tutoring, book discussions, learning together through inquiry and questioning (Hansen-Thomas & Cavagnetto, 2010;Ivey & Broaddus, 2007;Mahdavi & Tensfeldt, 2013), and peer assisted learning strategies (PALS) (Mahdavi & Tensfeldt, 2013).…”

Section: Dialoguementioning

confidence: 99%

“…Examples are the use of graphic representations, models, drawings, diagrams, tables, pictures, realia, and many of the same online visual tools mentioned previously. For example, Wohlwend (2008) documented students' negotiation of their understandings of books and film through drawings, performances, and play. Ivey and Broaddus (2007) document the effective use of think-alouds that use visuals and gestures to support comprehension of English vocabulary.…”

Section: Visual Representationmentioning

confidence: 99%

“…Challenging theme-based curricula results in increased motivation and engagement for diverse learners wherein students benefit from engaged, handson collaborative activities (Comber, 2013;Freedman & Carver, 2007;Greenleaf & Hinchman, 2009;Ivey & Broaddus, 2007;Wohlwend, 2008). Research documents that when learners of all ages and backgrounds interact with realworld information to make connections and raise critical questions, they are motivated to inquire and learn about important topics and social issues (Comber, 2013;Hansen-Thomas & Cavagnetto, 2010;McIntyre & Hulan, 2013;Medina, 2010;Narkon & Wells, 2013).…”

Section: Inquirymentioning

confidence: 99%

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Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Piazza

Rao

Protacio

2015

IJME

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This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

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“…playing house) (Piaget, 1952;Vygotsky, 1978;Wertsch, 2004). Community cohesion and "solidarity" may also be created, maintained and strengthened through playful interactional practices (Brown and Levinson, 1987;Scollon and Scollon, 2004;Wohlwend, 2008), e.g. through recycling (Scollon and Scollon, 1983).…”

Section: Recycling As a Practice For Learning And Participationmentioning

confidence: 99%

Children imitate!

Kuure

Halkola

Iivari

et al. 2010

Proceedings of the 11th Biennial Participatory Design Conference

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The cooperative design practices as well as the participatory research tradition and contextual design have inspired the researchers of a relatively new and challenging design context, i.e. design with children for children. An ample literature base of its own has been generated on the subject already. However, the phenomenon of children imitating each other"s work in the design sessions has been largely disregarded in current research. This article sheds light on the practices of "recycling", originally characterised as "imitation", in the drawings produced by children during participatory design workshops in a school setting. The article suggests that instead of ignoring the issue of imitation and recycling, practitioners might start to appreciate it; both when planning design sessions as well as when making interpretations and judgments on the basis of the results produced by children. Implications for practice and future research are discussed.

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Kindergarten as Nexus of Practice: A Mediated Discourse Analysis of Reading, Writing, Play, and Design in an Early Literacy Apprenticeship

Cited by 20 publications

References 11 publications

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

From “What Did I Write?” to “Is this Right?”: Intention, Convention, and Accountability in Early Literacy

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Children imitate!

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