Learning to Talk and Write: Developing Early Childhood Literacies in the 21st-century Classroom

Mahona Paschal; Kessia Kiwia; Marion Wambui Keinamma

doi:10.61518/ijpw-65

Yazarlar

Mahona Paschal Kazima Secondary School https://orcid.org/0000-0001-9842-9849
Kessia Kiwia Twiga Primary School https://orcid.org/0009-0000-8824-6379
Marion Wambui Keinamma Pan Africa Christian University https://orcid.org/0009-0004-9405-7426

DOI:

https://doi.org/10.61518/ijpw-65

Anahtar Kelimeler:

Erken çocukluk okuryazarlığı, 21. yüzyıl sınıfları, Ebeveyn rehberliği, Karakter gelişimi, Teknoloji

Özet

Bu çalışmada ebeveynlerin, öğretmenlerin ve velilerin çocukların refahı konusundaki rollerine odaklanarak 21. yüzyıl sınıflarında erken çocukluk okuryazarlığı becerilerinin gelişimini araştırmak için literatür taraması yapılmıştır. Makalede çocukların tutku ve yeteneklerine zaman ayırmanın, rehberliğin ve öğretmenin önemi vurgulanmakta ve bu faktörlerin çocukların entelektüel yetenekleri ve karakter gelişimi üzerindeki etkisi dile getirilmektedir. Bunların yanı sıra, makale, ailenin, topluluğun, akranların, zihinsel sağlığın, aile terapistlerinin ve kurumların etkisi de dahil olmak üzere çeşitli kültürel bağlamlarda okuryazarlığın nasıl kolaylaştırıldığını ve öğrenildiğini incelemektedir. Ayrıca makalede, öğrenme açısından zengin ortamlar yaratmanın önemini, teknolojinin okuryazarlık gelişimi üzerindeki etkisini ve çocukların dil öğreniminde doğa ile beslenme arasındaki etkileşimi tartışılmaktadır. Tüm bunların yanı sıra, öğretmenlerin ve ebeveynlerin okuryazarlık gelişimini destekleyebilecek eylem ve davranışları da ele alınmaktadır. Çalışma, genel anlamda, çocukların okuryazarlık becerilerinin ve karakter gelişiminin desteklenmesinde erken rehberlik ve desteğin önemli rolünün altını çizmektedir. Sonuç olarak, çocukların okuryazarlık gelişiminin desteklenmesi, onların akademik başarıları ve geleceğe yönelik beklentileri açısından büyük önem taşımaktadır. Öğretmenler, doğa ve yetiştirme unsurlarını birleştiren kapsamlı bir strateji aracılığıyla çocukların yetkin iletişimciler, okuyucular ve yazarlar olmalarını sağlayabilir. Dil açısından zengin ortamlar yaratmanın, aile terapistleriyle işbirliği yapmanın, aile üyelerini çocuk yetiştirmeye dahil etmenin, teknolojiyi okuryazarlık eğitimine entegre etmenin ve toplumu dahil etmenin değeri konusunda eğitimciler, ebeveynler ve politika yapıcılar arasında farkındalık yaratarak, çocuklar kendi dillerinde yetkin olacak ve başarılı olacaklardır.

Yazar Biyografisi

Mahona Paschal, Kazima Secondary School

Mahona Joseph Paschal is an interdiciplinary scholar, adaptable, passionate and seasoned Educator with demonstrated success in teaching and promoting students' long term success while implementing modern educational instruction into day to day practice.

He has rich teaching and research experience that spans across 5 years with a Bachelor of Arts in Education from Kampala International University in Tanzania.

Possessing the desire to make a significant impact on the Educational System, recognizing that educators need to keep up to date with changes in our society while providing students with the education they need motivated him to enroll and complete a Masters degree in Education Management and Planning from St. Augustine of Tanzania.

His interests are in teaching, learning, educational leadership, research in innovative approaches for quality and effectiveness of educational process towards community building.

As a teacher, and an interdisciplinary scholar, his words ignite, excite, cultivate and inspire. When he is not teaching, he devotes his spare time reading or writing. He has presented in several international events, seminars, conferences, and workshops on education for sustainable development, repositioning education in changing times, teacher professionalism and professional development practices, democratic classroom, intercultural communication and pedagogy of the 21st century.

Mahona is the author of Responsive Classroom: Student’s Relationship and Academic Performance in Tanzania (2020), several Peer Reviewed Articles, Book Chapters in Edited Volumes and Learning Models. He is always seeking to learn new skills, techniques and approaches himself and he is dedicated to getting the most out of everything he does.

Mahona‘s passion for teaching and learning is evident in the deep investments he makes in helping learners confidently and skillfully engage in Academic and community works.

He is also dedicated to helping young people achieve their life goals

and raise them to become responsible global citizens who will become change agents where ever they go.

Referanslar

Ainsworth, M. S. (1979). Infant–mother attachment. American Psychologist, 34(10), 932. DOI: https://doi.org/10.1037//0003-066X.34.10.932

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: Washington, DC:

American psychiatric association. DSM-5 (Vol. 5, No. 5). https://doi.org/10.1176/appi.books.9780890425596 DOI: https://doi.org/10.1176/appi.books.9780890425596

Aultman, L., Williams-Jonson, M., & Schutz, P. (2009). Boundary dilemmas in teacher – students relationships: struggling with ‘’ the line’’ teaching and teacher Education, 25(5), 636 - 646. https://doi.org/10.1016/j.tate.2008.10.002 DOI: https://doi.org/10.1016/j.tate.2008.10.002

Biggs, E. E., Arserio, A. P., Robison, S. E., & Ross, M. E. (2023). Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review. Journal of Speech, Language, and Hearing Research, 1-23. https://doi.org/10.1044%2F2023_JSLHR-22-00334 DOI: https://doi.org/10.1044/2023_JSLHR-22-00334

Bigozzi, L, Vettori, G., & Incognito O. (2023). The role of preschoolers' home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model.

https://doi.org/10.3389/fpsyg.2023.1113822. DOI: https://doi.org/10.3389/fpsyg.2023.1113822

Compton-Lilly, C., Ellison, T. L., & Rogers, R. (2019). The Promise of Family Literacy. Language Arts, 97(1), 25 - 35: https://doi.org/10.58680/la201930235 DOI: https://doi.org/10.58680/la201930235

Crawford, M., Raheel, N., Korochkina, M., & Rastle, K. (2023). Global Literacy Goals Constrained by Inadequate Foundational Decoding Skills for Pupils in Low-and Middle-Income Countries. Global Education Practice, World Bank. https://doi.org/10.31234/osf.io/2qxm9 DOI: https://doi.org/10.31234/osf.io/2qxm9

Dagan, O., Schuengel, C., Verhage, M., Madigan, S., Roisman, G. I., Bernard, K., & Aviezer, O.(2022). Configurations of Mother-Child and Father-Child Attachment Relationships as Predictors of Child Language Competence: An Individual Participant Data Meta-Analysis. https://doi.org/10.1002/cad.20450. DOI: https://doi.org/10.31234/osf.io/ts4hq

Dianat, M., & Abedin, M. (2016). The relationship of teachers’ behavior and performance with intrinsic motivation of primary school students of Bandar Abbas City: International Journal of Humanities and Social Sciences,

, 2377-2384. https://api.semanticscholar.org/CorpusID:151918469

Dobson, J. C. (1997). Solid answers: America's foremost family counselor responds to tough questions facing today's families. Tyndale House Publisher.

Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68, 1739-1768. https://doi.org/10.1007/s11423-020-09786-1 DOI: https://doi.org/10.1007/s11423-020-09786-1

Gougou, S. A-M., & Paschal, M. J. (2023).Integrating open Educational Resources to support Transformative Approach in English as a foreign language in Africa. Canadian Journal of Language and Literature Studies, 3(3), 26-44. https://doi.org/10.53103/cjlls.v3i3.98 DOI: https://doi.org/10.53103/cjlls.v3i3.98

Guban-Caisido, D. A. D. (2020). Self-esteem and language learning: empirical evidences from the past two decades. TLEMC (Teaching and Learning English in Multicultural Contexts), 4(2), 95-106. https://doi.org/10.37058/tlemc.v4i2.1766

Hebert, M., Kearns, D.M., Hayes, J.B., Bazis, P., & Cooper S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech and Hearing Services in Schools, 49(4), 759-1010.

https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024 DOI: https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024

Hollingdale, J., Woodhouse, E., Young, S., Fridman, A., & Mandy, W. (2020). Autistic spectrum disorder symptoms in children and adolescents with attention-deficit/hyperactivity disorder: A meta-analytical review. Psychological Medicine, 50(13), 2240-2253. https://doi.org/10.1017/S0033291719002368 DOI: https://doi.org/10.1017/S0033291719002368

Houen, S., Thorpe, K., van Os, D., Westwood, E., Toon, D., & Staton, S. (2022). Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years. Educational Research Review, 100473. https://doi.org/10.1016/j.edurev.2022.100473 DOI: https://doi.org/10.1016/j.edurev.2022.100473

James, D. (1970). Dare to discipline. Tyndale House Publisher.

LeFevre, J., & Sénéchal, M. (2002). Learning to read in a second language: Parent involvement still count.

Biennial Meeting of the International Society for the Study of Behavioral Development, Ottawa, Canada.

https://carleton.ca/cacr/wp-content/uploads/Learn-Read-second.pdf

Leman, K. (2008). Have a new kid by friday: How to change your child's attitude, behavior & character in 5 days. Revell.

López-Escribano, C., Valverde-Montesino, S., & García-Ortega, V. (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health, 18(12), 6510. https://dx.doi.org/10.3390/ijerph18126510 DOI: https://doi.org/10.3390/ijerph18126510

Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early education and development, 19(1), 7-26. https://doi.org/10.1080/10409280701838603 DOI: https://doi.org/10.1080/10409280701838603

Murray, J. J., Snoddon, K., De Meulder, M., & Underwood, K. (2020). Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. International Journal of Inclusive Education, 24(7), 691-705. https://doi.org/10.1080/13603116.2018.1482013 DOI: https://doi.org/10.1080/13603116.2018.1482013

Owino, B. A., & Paschal, M. J. (2023). AI and Ethics in Education: An analysis of Implications and Strategies for responsible implementation. In J. Keengwe (Editor), AI tools and Ethical Implications in Teaching and Learning (pp. 196 -211). IGI Global, USA. https://doi.org/10.4018/979-8-3693-0205-7.ch011 DOI: https://doi.org/10.4018/979-8-3693-0205-7.ch011

Opondo, J. O., & Paschal, M. J. (2023). Blended learning: An emerging pedagogy for learning in higher education. In O.S. Ambili & M. Omanaseelan (Eds.), Metamorphosis in education (pp.47-59).Taran Publication.

Paschal, M. J., (2023). Ethics in the teaching profession: A practical approach for teacher professionalism in Tanzania. International Journal of Social Sciences and Educational Studies,10(3), 82-94. https://doi.org/10.23918/ijsses.v10i3p82 DOI: https://doi.org/10.23918/ijsses.v10i3p82

Paschal, M. J., & Gougou, S. A-M. (2022). Promoting 21st Century Skills in English language teaching: A pedagogical transformation in Ivory Coast. Global Journal of Educational Studies, 8(2), 50-74.

https://doi.org/10.5296/gjes.v8i2.20333 DOI: https://doi.org/10.5296/gjes.v8i2.20333

Paschal, M. J. (2022). Investigating teachers’ awareness of gifted children and resource accessibility for their learning in Tanzania. Asian Journal of Education and Social Studies, 27(4), 9-31. https://doi.org/10.9734/ajess/2022/v27i430660 DOI: https://doi.org/10.9734/ajess/2022/v27i430660

Paschal, M. J., & Mkulu, D. G. (2020a). Teacher- students’ relationship and students ‘academic performance in public secondary schools in Magu District, Tanzania. Journal of Research in Education and Society, 11(1), 20-23. http://www.icidr.org/jresv11no1-content.php

Paschal, M. J., Nyoni. T. T. & Mkulu, D. G. (2020). The role of cooperative learning in attaining inclusive learning in the classroom, creativity and innovation in secondary schools in Mwanza Region, Tanzania. International Journal of English Literature and Social Sciences, (IJELS), 5(2), 364-373. https://doi.org/10.22161/ijels.52.5 DOI: https://doi.org/10.22161/ijels.52.5

Paschal, M. J., & Melly, I. K (2023). Ethical guidelines on the use of AI in Education. In J. Keengwe (Ed.), AI tools and ethical implications in teaching and learning (pp. 230 -245). IGI Global.

https://doi.org/10.4018/979-8-3693-0205-7.ch013 DOI: https://doi.org/10.4018/979-8-3693-0205-7.ch013

Paschal, M. J., & Ismael, K. (2023) Embracing the digital era: how technology is transforming education in Africa. In T.S. Sanjayan (Ed.), Digital divides:Empowering youth and educators with digital competences (pp. 72- 82). Taran Publication.

Paschal, M. J., & Mahama, M. (2023) Performance-based assessments: Redefining teacher- trainees evaluation. In O.S. Ambili & M. Omanaseelan (Eds.), Metamorphosis in education (pp. 23 -46). Taran Publication.

Kanja, M. W., & Paschal, M. J. (2023). AI Game Activities for Teaching and Learning. In J. Keengwe (Ed.), AI tools and Ethical implications in teaching and learning (pp. 153 -167). IGI Global,. https://doi.org/10.4018/979-8-3693-0205-7.ch008 DOI: https://doi.org/10.4018/979-8-3693-0205-7.ch008

Ranta, M. (2023).‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC). European Early Childhood Education Research Journal, 31(6), 914–931.

https://doi.org/10.1080/1350293X.2023.2214716 DOI: https://doi.org/10.1080/1350293X.2023.2214716

Rubin, Z. (1980). Children's friendships. Harvard University Press. DOI: https://doi.org/10.4159/harvard.9780674422766

Salminen, K. (2018). Mediation and the best ınterests of the child from the Child Law Perspective. In A. Nylund, K.

Ervasti, & L. Adrian (Eds.) Nordic Mediation Research (pp.209-222). Springer Open.

https://doi.org/10.1007/978-3-319-73019-6_11 DOI: https://doi.org/10.1007/978-3-319-73019-6_11

Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐ year longitudinal study. Child Development, 73(2), 445-460. doi: https://doi.org/10.1111/1467-8624.00417. DOI: https://doi.org/10.1111/1467-8624.00417

Thomas, A., & Chess, S. (1977). Temperament and development. Brunner / Mazel.

Thomas, A., Chess, S., & Birch H. G. (1968). Temperament and behavior disorders in childrenNew

York University Press.

Thomas, A., Chess, S., Birch H. G., & Korn, S. (1963). Behavior individuality in early childhood. New DOI: https://doi.org/10.1037/14328-000

York University Press

Van der Pluijim, M., van Gelderen, A., & Kessels, J. (2019). Activities and strategies for parents with less education to promote the oral language development of their children: A review of empirical interventions. School Community Journal, 29(1), 317-362. Available at http://www.schoolcommunitynetwork.org/SCJ.aspx

Weadman, T., Serry, T., & Snow, P. C. (2023). The oral language and emergent literacy skills of preschoolers: Early

childhood teachers’ self‐reported role, knowledge and confidence. International Journal of Language &

Communication Disorders, 58(1), 154-168. https://doi.org/10.1111/1460-6984.12777 DOI: https://doi.org/10.1111/1460-6984.12777

Konuşmayı ve Yazmayı Öğrenmek

21. Yüzyıl Sınıflarında Erken Çocukluk Okuryazarlıklarını Geliştirme

Yazarlar

DOI:

Anahtar Kelimeler:

Özet

Yazar Biyografisi

Mahona Paschal, Kazima Secondary School

Referanslar

İndir

Yayınlanmış

Nasıl Atıf Yapılır

Sayı

Bölüm

Lisans

Makale Gönder

Dil

Bilgi

Duyurular

DOAJ

EBSCO

Anahtar Kelimeler

Yeni Sayı