Read My Story
Read My Story
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读我的故事
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
Beth DeGayner
中科院分区：
文献类型：
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作者：
M. Fields;Beth DeGayner
B eth是一位幼儿园教师，他对儿童发展和帮助儿童通过游戏学习非常了解。她为自己拒绝工作表活动而感到自豪，因为她喜欢印刷丰富的经验，帮助孩子们为学习读写做好准备。然而，直到最近，她才真正认为学龄前儿童是作家。贝丝和许多老师和家长一样，认为孩子们在幼儿园或一年级时就开始开始“真实的”阅读和写作（吉布森，1989）。在她的学前班，孩子们读了许多故事;他们接触到环境印刷品，如用于橱柜标签和其他标志;他们也看到他们的老师出于实用目的而写作，如制作实地考察清单。这些学龄前儿童被鼓励在他们的作品上写上他们的名字，甚至被帮助将假装写作融入他们的假装游戏中。然而，他们不被鼓励把自己当作故事作者。一旦贝丝接触到了新兴识字领域的读物（例如，戴森，1997;费雷罗，1991;菲尔兹，1998;古德曼，1990;苏兹比，1990），她对学龄前儿童的期望开始改变。贝丝意识到，虽然她提供的印刷经验是有帮助的，她的许多学龄前儿童能够更深入的识字探索。根据新兴识字的概念，口语和书面语言的学习开始在出生时，贝丝开始想象她的学龄前儿童作为作家的过程。
B eth is a preschool teacher who is very knowledgeable about child development and-about helping children leain throughplay. She prides herself on rejecting worksheet activities in favor of print-rich experiences that help prepare children for learning to read and write. Until recently, however, she did not actually consider preschool age children as writers. Beth had assumed, as do many teachers and parents, that children begin “real” reading and writing in kindergarten or 1st grade (Gibson, 1989). The children in her preschool had many stories read to them; they were exposed to environmental print, such as that used for cupboard labels and other signs; and they also watched their teacher write for practical purposes, such as making field trip lists. These preschoolers were encouraged to write their names on their work, and were even helped to incorporate pretend writing into their pretend play. However, they weren’t encouraged to consider themselves as story authors. Once Beth was exposed to readings in the field of emergent literacy (for example, Dyson, 1997; Ferreiro, 1991; Fields, 1998; Goodman, 1990; Sulzby, 1990), her expectations for preschoolers began to change. Beth realized that although the print experiences she was providing were helpful, many of her preschoolers were capable of more in-depth literacy explorations. Drawing upon the emergent literacy concept that both oral and written language learning begin at birth, Beth began to visualize her preschoolers as authors in process.