The scaffolding of emergent literacy skills in the home environment: A case study

被引：57

作者：

Neumann M.M. ^{[1
]}

Hood M. ^{[1
]}

Neumann D.L. ^{[1
]}

机构：

[1] School of Psychology, Griffith University, Gold Coast Campus, Southport

来源：

Early Childhood Education Journal | 2009年 / 36卷 / 4期

关键词：

Alphabet knowledge; Emergent writing skills; Environmental print; Multisensory learning; Parent-child interaction; Print motivation; Scaffolding;

D O I：

10.1007/s10643-008-0291-y

中图分类号：

学科分类号：

摘要：

The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains to be fully explored. The present report describes how one parent scaffolded her young child's emergent writing and letter knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach incorporating the tracing of letters and whole body movements, and common household objects to guide the child's learning of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how to provide engaging opportunities for literacy learning in the home environment or in an early educational context. © 2008 Springer Science+Business Media, LLC.

引用

页码：313 / 319

页数：6

共 25 条

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