“Writing Center,” or “Writing, Drawing, Talking Center”: Does It Matter?
AUTHOR : Judith A. Schickedanz
INFORMATION : page. 63~83 / 2013 Vol.7 No.2
This article provides case data that illustrate the potential of the emergent writing/drawing context for
supporting oral language, content knowledge, and reasoning in preschoolers. The adult-child talk
surrounding the samples provided are discussed in relation to the child’s prior experiences and
knowledge, and circumstances in the classroom that affect a teacher’s time allocation. A current trend in
using preschool writing centers in U.S. classrooms to focus quite narrowly on supporting literacy skills
development is discussed in light of oral language and content development needs. The benefits of
thinking broadly about a drawing/writing/talking center to meet some of these oral language and content
knowledge needs are explored. Some practical ideas for supporting this broader use of the writing center,
and ideas for research on teacher-child talk in a drawing/writing/talking center context, are suggested.
achievement gap,early literacy skills,emergent writing and drawing,oral language and content knowledge development
Accounting for Variation in Adult-Child Talk Across The Samples
“Writing” Center or “Drawing, Talking, Writing” Center?
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Call for Papers
Call for Papers: Asia-Pacific Journal of Research in Early Childhood Education (APJRECE)
Special Issue Deadline: January 15, 2016
Asia-Pacific Journal of Research in Early Childhood Education (APJRECE) is an official publication of the Pacific Early Childhood Education Research Association (PECERA) that is dedicated to disseminating and supporting research in early childhood education within the Pacific area.
APJRECE is released three times a year in January, May, and September. In 2016, the second issue of Volume 10 will be a special issue. The topic for the special issue is “Power of Play in Young Children’s Growth and Learning”. The Guest Editor for the special issue is Dr. Wonyoung Rhee, Professor Emerita at Chung-Ang University, Korea.
We are seeking reports of current research on this topic, papers that address issues in the application of play research, and papers that review a specific research area of young children’s play and are especially informative about studies needed to fill knowledge gaps. The manuscripts for the special issue should be submitted online by January 15, 2016, following the guidelines described on the journal website. Please visit the homepage of Asia-Pacific Journal of Research in Early Childhood Education (www.apjrece.com,www.pecerajournal.com), and you will find not only full details on aims and scope, editorial policy, and paper submission but the orange colored button, named Manuscript Management System of APJRECE, for paper submission.
We hope you will seriously consider APJRECE for your scholarship.