Preschool children's explorations of letters in their own names
Preschool children's explorations of letters in their own names
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学龄前儿童对自己名字字母的探索
DOI：
10.1017/s0142716400008638
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发表时间：
1989
影响因子：
2.1
通讯作者：
L. Wilson
中科院分区：
文献类型：
--
作者：
S. K. Villaume;L. Wilson
通过以名字为中心的识字事件，探讨学龄前儿童对字母的早期理解。设计了五个任务，以引出儿童对自己名字中字母的概念化信息。对反应进行描述性分析，以确定一般模式。然后，孩子们被分成不同的策略组。这些群体为发展描述提供了基础。孩子们自己的名字被证明是创造和测试关于字母的假设的独特来源，因为他们经常接触印刷体和口述体（名字的拼写）。这一探索以几个主要的转变为标志：从单向度的字母概念化到多维度的概念化；从一般原则到有关原则的具体知识的同化的运动；从对印刷文字和口头文字的独立探索到两种文字的融合。
ABSTRACT Preschool children's early understanding of letters was explored using literacy events focusing on name. Five tasks were designed to elicit information about children's conceptualizations of letters in their own names. Responses were analyzed descriptively to determine general patterns. Children were then clustered into strategy groups. These groups provided a basis for a developmental description. Children's own names proved to be a unique source for creating and testing hypotheses concerning letters due to frequent exposure to both the printed script and the oral script (the spelling of name). This exploration was marked by several major transitions: a movement from a unidimensional conceptualization of letters to a multidimensional conceptualization; a movement from general principles to an assimilation of specific knowledge regarding the principles; and a movement from independent explorations of the printed and oral scripts to integration of the two scripts.