Pre-School literacy in the light of european tradition
Bibliographic Data
| ID | 13033820 |
|---|---|
| Authors | Veronika Szinger (0000-0003-1334-4884, corresponding author) |
| Year | 2009 |
| Publication date | 2009-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sens public (JOURNAL) |
| Journal identifiers | ISSN: 2104-3272 • E-ISSN: 2104-3272 |
| Publisher | Consortium Erudit (PUBLISHER • CA) |
| DOI | 10.7202/1064223ar |
| OpenAlex | W1683118159 |
| Language | EN |
| References cited | 6 |
In the field of kindergarten education there are two predominant, seemingly conflicting views of preschool literacy: reading readiness skills and emergent literacy. In the last decade of the 20th century kindergarten teaching practices moved towards the concept of 'emergent literacy' mainly in the United States but also in many countries of Europe. Our aim is to offer a brief survey of preschool and kindergarten curriculum reforms over the past ten years. In the new curricula it is highlited that children should be provided with opportunities to meet written language system. However, besides applying the basic principles of emergent literacy many countries have preserved benefits from the traditional approach
Curriculum · Early literacy · Emergent literacy · Literacy · Mathematics education · Pedagogy · Political science · Reading (process · Sociology · Education and Technology Integration · Educational and Social Studies · Educational Challenges and Innovations · Psychology
| Highly cited | No |
|---|