Early Childhood Identity

Rita Chen

ISBN 10: 1433101629 / ISBN 13: 9781433101625

Edité par Peter Lang, Peter Lang Jan 2009, 2009

A propos de cet article

Neuware -Using information gathered from a combined first and second grade classroom over two years, this book explores the students¿ routine actions in school, including their views about different literacy activities, their favorite part of school life, peer culture in both the boys¿ and the girls¿ worlds, issues of gender power, the integration of the teacher¿s official discourses and the children¿s unofficial culture, and the kind of school life children wish to have. Focusing on children¿s voices and perceptions, this book provides insight that will help educators preserve an accurate view of school culture and create effective policies in education. The book¿s interdisciplinary approach extensively applies theories and perspectives from educational philosophy, educational anthropology, sociology, post-structuralist theories, narratives, semiotics, literacy education, cultural studies, and critical ethnography. Through these disciplines, the book provides many critical perspectives on early childhood literacy education, classroom culture, and identity construction for educators to incorporate into curriculum design and to reflect on the potential consequences resulting from instructional decisions.Books on Demand GmbH, Überseering 33, 22297 Hamburg 214 pp. Englisch.

N° de réf. du vendeur 9781433101625

Détails bibliographiques

• Titre: Early Childhood Identity
• Éditeur: Peter Lang, Peter Lang Jan 2009
• Date de parution: 2009
• Langue: anglais
• ISBN à 10 chiffres: 1433101629
• ISBN à 13 chiffres: 9781433101625
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 231 L x 155 H x 16 P (en millimètres) 231 millimètres de largeur par 155 millimètres de hauteur par 16 millimètres de profondeur
• Poids: 456 grammes

A propos de ce titre

Synopsis

Using information gathered from a combined first and second grade classroom over two years, this book explores the students' routine actions in school, including their views about different literacy activities, their favorite part of school life, peer culture in both the boys' and the girls' worlds, issues of gender power, the integration of the teacher's official discourses and the children's unofficial culture, and the kind of school life children wish to have. Focusing on children's voices and perceptions, this book provides insight that will help educators preserve an accurate view of school culture and create effective policies in education. The book's interdisciplinary approach extensively applies theories and perspectives from educational philosophy, educational anthropology, sociology, post-structuralist theories, narratives, semiotics, literacy education, cultural studies, and critical ethnography. Through these disciplines, the book provides many critical perspectives on early childhood literacy education, classroom culture, and identity construction for educators to incorporate into curriculum design and to reflect on the potential consequences resulting from instructional decisions.

À propos de l?auteur

The Author : Rita Chen is Assistant Professor at University of Wisconsin-La Crosse. Dr. Chen graduated from Indiana University-Bloomington. Her teaching experience and research include second language education in K-6, early childhood literacy, critical literacy, and teacher education. She has a number of publications in process addressing children's identity construction and literacy learning.