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Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
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In: Journal of Educational Supervision (2021)
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| 62 |
Czech Preschool Children’s Conceptions about Nature
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In: Sustainability ; Volume 13 ; Issue 19 (2021)
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| 63 |
Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
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In: Michigan Reading Journal (2021)
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| 64 |
Fostering Preschool Emergent Literacy Development Through Parent Involvement in the Preschool Classroom
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In: Culminating Experience Projects (2021)
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| 65 |
Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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| 66 |
Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development
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| 67 |
Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs ...
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| 68 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 69 |
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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| 70 |
Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 1 ; 36-56 ; Soziale Ungleichheit in der Kindertagesbetreuung (2021)
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| 71 |
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 22 ; 2 (2021)
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| 72 |
Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
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| 73 |
Sensitivität für das Bildungspotential von Alltagssituationen und die Rolle des Raumes im Kontext der frühen sprachlichen Bildung
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 1 ; 95-114 (2021)
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| 74 |
Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom
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In: Masters of Arts in Education Action Research Papers (2021)
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| 75 |
Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Abstract:
The world is quickly evolving and young children interact with technology more often and may have more interactions with technology than print materials. Incorporating wordless picturebooks into literacy instruction, specifically complex books that include multiple storylines, unconventional structures, figurative visual language, etc., provides a perfect medium for teachers to address the demands of this increasingly multimodal world and also the Common Core State Standards. This dissertation is a qualitative case study (Yin, 2017) that aimed to investigate how young children aged 3 to 6 made meaning of complex wordless picturebooks. This dissertation attempted to answer the following four research questions: (1) How do young children make meaning of complex wordless picturebooks?; (2) What strategies do young children use to make meaning of complex wordless picturebooks?; (3) What reader self-positions do young children take up when they make meaning of complex wordless picturebooks.The case study methodology guided the development of research designs and research procedures. Via online conferencing tools, data were collected from seven young children’s readings of five complex WPBs at different complexity levels. Three participants were from the U.S. and four were from China. Data analysis were informed by reader responses theories and the Social Semiotics Theory of reading. Three themes emerged from the analysis of the study: (1) Visual Reading Process: Unconventional Reading Path and Visual Language Development; (2) The Context: Interpretive Community and Story Rituals and Language; and (3) The Reader: Developing Reader Self-Positions and Emerging Language Development. This study’s findings have similar implications for theory and practices. First, this study calls for researchers and teachers to keep up with the demands of new technological developments to consider how new technology has turned over its traditional literacy pedagogy to our next generations. This study also calls for teachers to use newer pedagogical approaches that target multimodal literacies when considering their visual literacy instructions. Specifically, this study calls for teachers to consider visual languages different from written language and to apply appropriate visual literacy instructions to enhance children’s visual language knowledge such as visual grammar and reading path. This study also implores teachers to consider using more complex reading materials that are likely to reflect and mimic the multimodal challenges on children and to facilitate children’s multiliteracies development in the age of screen.
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Keyword:
Complex; Early Childhood; Education; Kindergarten Teacher Education; Liberal Studies; Meaning Making; Pre-Elementary; Visual Literacy; Visual Reading Process; Wordless Picturebooks; Young Children
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=5226&context=thesesdissertations
https://digitalscholarship.unlv.edu/thesesdissertations/4222
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| 76 |
Relationships Between Expressive and Receptive Language Ability and Play Initiation in 2-Year-Olds
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In: Student Research and Creative Activity Fair (2021)
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| 77 |
A prática filosófica na Educação Infantil : emoções e razoabilidade
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| 78 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 79 |
Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning
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Alghamdi, Rana. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 80 |
La formación del futuro profesorado de Educación Infantil en Lengua Extranjera y su Didáctica ; Future Early Childhood Education Teachers’ Training in Foreign Language and its Didactics
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