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The Social Practice of Parents' Storybook Reading: A Critical Discourse Analysis
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Saracho, Olivia N. – Early Child Development and Care, 2020
A Critical Discourse Analysis was used to examine the parents' social practice during shared storybook reading with young children (birth to eight-years-old). The methodology involved two phases: (1) educational databases were searched and (2) a template was developed and used to code the programmes' components and studies' research design.…
Descriptors: Story Reading, Childrens Literature, Young Children, Parents
Improvement of Preschool Children's Speech and Language Skills
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Brodin, Jane; Renblad, Karin – Early Child Development and Care, 2020
Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children's communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573…
Descriptors: Language Skills, Skill Development, Speech Communication, Story Telling
'Cinderella Did Not Speak Up': Critical Literacy Approach Using Folk/Fairy Tales and Their Parodies in an Early Childhood Classroom
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Wee, Su-Jeong; Kim, Kyoung Jin; Lee, Youngmi – Early Child Development and Care, 2019
This qualitative study examined a class of 20 five-year-old Korean children's literary sessions that were composed of whole-group read-alouds of fairy/folk tales and their parodies, including discussion and follow-up activities based on critical literacy practices. Over a 15-week period, multiple sources of data including observations, open-ended…
Descriptors: Folk Culture, Literacy Education, Reading Aloud to Others, Discussion (Teaching Technique)