What is Written in a Written Sentence? A Developmental Answer

Ferreiro, Émilia

doi:10.1177/002205747816000405

Cited by 70 publications

(27 citation statements)

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“…Ferreiro (1978Ferreiro ( , 1983Ferreiro ( , 1984 showed that children have a set of beliefs about the rules of writing that is based on misconceptions about how writing refers to language. Some of these beliefs are constraints on representation, such as how many letters there can be in a word, whether or not letters can be duplicated, and how plurality is represented.…”

mentioning

confidence: 99%

Making concepts of print symbolic: understanding how writing represents language

Bialystok

1995

First Language

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Preschool children were given an opportunity to produce pseudocursive scribbles and then assessed for their concepts of print. Prereading children who could identify letters and print their own names participated in four tasks examining their beliefs about what made written material readable. The tasks evaluated children's perceptual distinctions between writing and non-writing as well as more subtle distinctions between printed and cursive forms of writing. Children were first placed in situations that might result in their producing pseudocursive writing and then were asked questions about whether it could be read and who could read it. Following this, they solved three tasks in which they were asked to make judgements about what kinds of material could be read, who could read it, and what letters were represented in a sample of cursive writing. The tasks were progressively more difficult but showed that the children knew a lot about the forms of writing. In spite of this, virtually all the children produced pseudocursive scribbles and believed they could be read. The interpretation is that the knowledge these children have of the forms of writing does not include understanding the symbolic function by which these forms represent language. If children can identify printed letters and they know that reading requires paying attention to those letters, then presumably they also know that what we read comes from the letters on the page. It follows *

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confidence: 99%

Making concepts of print symbolic: understanding how writing represents language

Bialystok

1995

First Language

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“…It has been suggested (Ferreiro, 1978) that the production of writing is a dimension of EL. In Task IH, the children were asked to write 6 letters (E, B, J, P, U, Z).…”

Section: Outcome Measuresmentioning

confidence: 99%

Code-related aspects of emergent literacy: How prepared are preschoolers for the challenges of literacy in an EFL context?

Owodally

2014

Early Child Development and Care

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Mauritian children are Kreol speakers who learn to read and write in English and French when they join the primary education system. The government-mandated preschool curriculum mentions the need for the preschool to prepare them for the literacy challenges of the primary school. The aim of this paper is to consider whether preschool children develop code-related literacy skills in their final year at preschool, in readiness for their first year at primary school. I refer to data collected from a longitudinal study of two comparable groups of Mauritian preschoolers. Using data from a pre-test and post-test of their code-related skills, I show how inadequately prepared they seem to be in terms of code-related skills and interest in print-related activities. Some reasons for the findings are explained, highlighting how the 'emergent literacy' discourse of the preschool curriculum has evaded the skill aspects of 'emergent literacy'. Some culturally sensitive recommendations are provided.

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“…Lawler's 1979 doctoral thesis was based on a 6month study of his own 6-year-old daughter (Miriam) and provided valuable insights into a young child's ability to do additions whose unit sums crossed a decade boundary (Lawler, 1979). Over a 2-year period, Ferreiro (1978) followed the development of specific knowledge about the writing system in two preschool children (Mariana and Santiago). Prior to this children's early writing attempts were regarded as spontaneous drawing activities.…”

Section: Documenting Development Over Time: Sustained Single Case Stumentioning

confidence: 99%

Families' engagement with young children's science and technology learning at home

Hall

Schaverien

2001

Science Education

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There is accumulating evidence of the worth of involving families in young children's learning in informal contexts. By exploring families' engagement with their children's science and technology learning at home over a 6-month period, the present investigation sought to illuminate both the nature and the educational significance of what families do. Initially, in order to seed scientific and technological inquiry in homes, kindergarten and year-one children investigated flashlights with family members at school. Each day, equipment was available to take home. Using established anthropological methods, one of the researchers investigated children's further inquiries beyond the classroom in diverse ways; for example, by visiting homes and conversing via telephone and facsimile. The findings showed that families engaged with children's inquiries at home in many ways-by providing resources, conversing, and investigating collaboratively with children. Moreover, when families pursued inquiries together and when children conducted their own sustained intellectual searches, children's ideas deepened. Such evidence of the educational significance of what families do suggests that early science and technology education might be made more effective if it were aligned with the ways people learn together outside formal institutions. ᭧ 2001 John Wiley & Sons, Inc. Sci Ed 85:454-481, 2001.

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What is Written in a Written Sentence? A Developmental Answer

Cited by 70 publications

References 1 publication

Making concepts of print symbolic: understanding how writing represents language

Making concepts of print symbolic: understanding how writing represents language

Code-related aspects of emergent literacy: How prepared are preschoolers for the challenges of literacy in an EFL context?

Families' engagement with young children's science and technology learning at home

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