Shared reading at kindergarten: Understanding book content through participation

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    This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in these successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities.
    Originele taal-2English
    Pagina's (van-tot)367-397
    Aantal pagina's31
    TijdschriftPragmatics and Society
    Volume6
    Nummer van het tijdschrift3
    DOI's
    StatusPublished - 2015

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