Storybook reading
Literacy and teacher knowledge in early childhood education
Bibliographic Data
| ID | 21722158 |
|---|---|
| Authors | Joanna Williamson (0000-0002-3513-1081, University of Auckland), Helen Hedges (0000-0003-2436-9307, University of Auckland, corresponding author), Rebecca Jesson (0000-0003-4673-9655, University of Auckland) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Pages | 3-28 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14687984231214990 |
| OpenAlex | W4388551379 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowledge brought to playful storybook reading interactions between teachers and children aged 3–5 years in a qualitative study of two early childhood settings in Aotearoa, New Zealand. Teachers were explicitly and implicitly aware of specific teacher knowledge they brought to these interactions, prioritising knowledge of children and pedagogy while cognisant of language learning. The paper argues that blending Shulman’s seminal thinking about professional knowledge categories with tenets of early childhood pedagogy shows a way forward for thinking about teacher knowledge and professional learning that involves responsive, relational pedagogy in the context of story book reading. When teachers can confidently articulate and critically reflect on their pedagogies and decision-making, and are supported through professional learning and policy such as low teacher-child ratios, they might provide a sound foundation in the development of language and literacy for children
Aotearoa · Developmental psychology · Early childhood · Early childhood education · Literacy · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Teacher education · Early Childhood Education and Development · Education and Technology Integration · Psychology · Reading and Literacy Development
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Knowledge and Teaching
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |