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The story within: A qualitative inqu...

Schlichting, Kathleen Ann.

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The story within: A qualitative inquiry into the power and potential of children's literature on young children's learning and the sociocultural context of the classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The story within: A qualitative inquiry into the power and potential of children's literature on young children's learning and the sociocultural context of the classroom./
Author:	Schlichting, Kathleen Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1998,
Description:	406 p.
Notes:	Source: Dissertations Abstracts International, Volume: 60-06, Section: A.
Contained By:	Dissertations Abstracts International60-06A.
Subject:	Literacy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9841766
ISBN:	9780591959499

The story within: A qualitative inquiry into the power and potential of children's literature on young children's learning and the sociocultural context of the classroom.
Schlichting, Kathleen Ann.

The story within: A qualitative inquiry into the power and potential of children's literature on young children's learning and the sociocultural context of the classroom. - Ann Arbor : ProQuest Dissertations & Theses, 1998 - 406 p.

Source: Dissertations Abstracts International, Volume: 60-06, Section: A.

Thesis (Ph.D.)--University of South Carolina, 1998.

This item must not be sold to any third party vendors.

The intent of this inquiry was to explore the impact of children's literature on young children's talk, their learning, and on the sociocultural context of the classroom. The questions used to frame and guide this study were: (1) What happens when children talk about books? (2) What is the power and potential of children's literature in supporting and encouraging children's learning? (3) How does children's literature support the growth and development of literacy in our emergent readers and writers? (4) How does children's literature impact upon the sociocultural context of the young child's classroom? Due to the spontaneous and naturalistic quality of young children's discourse, and the dynamic nature of the classroom, I selected a research design that would most accurately and responsibly support observation, documentation, analysis and interpretation of young children's talk, their learning, and aspects of the classroom environment. Therefore, this research study reflected a qualitative design with ethnographic perspectives and methods enacted in the naturalistic setting of a kindergarten classroom. The analysis of the experiences, interactions, and artifacts collected throughout this inquiry revealed the following three primary themes: (1) Through the transaction with literature, children actually began to SEE and BELIEVE in themselves--and have "expectations of themselves"--as readers and writers and they behaved consonant to this inherent belief! (2) Children's cognitive capabilities (skills, strategies and concepts involved in literacy) were enhanced through literature. (3) Demonstrations and engagements with children's literature promoted social growth and consequently built a genuine classroom community. Within each of the three themes a variety of patterns emerged. They are illustrated in Chapter 5 through vignettes, transcriptions of children's conversations and actual artifacts from our classroom. Chapter 6 includes Implications for Teachers, Teacher Educators and for the Classroom Organization as well as suggestions for future research.

ISBN: 9780591959499Subjects--Topical Terms:

528342
Literacy.
Subjects--Index Terms:

Children's literature

The story within: A qualitative inquiry into the power and potential of children's literature on young children's learning and the sociocultural context of the classroom.
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520 $a The intent of this inquiry was to explore the impact of children's literature on young children's talk, their learning, and on the sociocultural context of the classroom. The questions used to frame and guide this study were: (1) What happens when children talk about books? (2) What is the power and potential of children's literature in supporting and encouraging children's learning? (3) How does children's literature support the growth and development of literacy in our emergent readers and writers? (4) How does children's literature impact upon the sociocultural context of the young child's classroom? Due to the spontaneous and naturalistic quality of young children's discourse, and the dynamic nature of the classroom, I selected a research design that would most accurately and responsibly support observation, documentation, analysis and interpretation of young children's talk, their learning, and aspects of the classroom environment. Therefore, this research study reflected a qualitative design with ethnographic perspectives and methods enacted in the naturalistic setting of a kindergarten classroom. The analysis of the experiences, interactions, and artifacts collected throughout this inquiry revealed the following three primary themes: (1) Through the transaction with literature, children actually began to SEE and BELIEVE in themselves--and have "expectations of themselves"--as readers and writers and they behaved consonant to this inherent belief! (2) Children's cognitive capabilities (skills, strategies and concepts involved in literacy) were enhanced through literature. (3) Demonstrations and engagements with children's literature promoted social growth and consequently built a genuine classroom community. Within each of the three themes a variety of patterns emerged. They are illustrated in Chapter 5 through vignettes, transcriptions of children's conversations and actual artifacts from our classroom. Chapter 6 includes Implications for Teachers, Teacher Educators and for the Classroom Organization as well as suggestions for future research.
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