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Early literacy: towards a unified approach for childcare and school

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Standard

Early literacy : towards a unified approach for childcare and school. / Jensen, Anders Skriver.

I: Journal of Early Childhood Literacy, Bind 12, Nr. 3, 2012, s. 311-330.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Jensen, AS 2012, 'Early literacy: towards a unified approach for childcare and school', Journal of Early Childhood Literacy, bind 12, nr. 3, s. 311-330. https://doi.org/10.1177/1468798411417374

APA

Jensen, A. S. (2012). Early literacy: towards a unified approach for childcare and school. Journal of Early Childhood Literacy, 12(3), 311-330. https://doi.org/10.1177/1468798411417374

CBE

MLA

Jensen, Anders Skriver. "Early literacy: towards a unified approach for childcare and school". Journal of Early Childhood Literacy. 2012, 12(3). 311-330. https://doi.org/10.1177/1468798411417374

Vancouver

Author

Jensen, Anders Skriver. / Early literacy : towards a unified approach for childcare and school. I: Journal of Early Childhood Literacy. 2012 ; Bind 12, Nr. 3. s. 311-330.

Bibtex

@article{a36d7b330bb546d38db28edee09c1776,
title = "Early literacy: towards a unified approach for childcare and school",
abstract = "This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic, inclusive approach to early literacy that resists a narrow, accountability-oriented Danish policy (mirroring international trends). The paper draws on Brostro ̈m’s (2006a, 2006b, 2008, 2009) re-conceptualization of early childhood education and care (ECEC), which conceives of care, upbringing and teaching as a unified whole, challenging both childcare services and schools. The paper also draws on Gee’s (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth’s (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early liter- acy must pay attention to how diverse early literacy opportunities empower children, especially when these opportunities are employed in a project-based learning environ- ment in which each child is able to contribute to the shared literacy events.",
keywords = "early literacy, childcare, holistic, school, teaching, unified approach",
author = "Jensen, {Anders Skriver}",
year = "2012",
doi = "10.1177/1468798411417374",
language = "Dansk",
volume = "12",
pages = "311--330",
journal = "Journal of Early Childhood Literacy",
issn = "1468-7984",
publisher = "SAGE Publications",
number = "3",

}

RIS

TY - JOUR

T1 - Early literacy

T2 - towards a unified approach for childcare and school

AU - Jensen, Anders Skriver

PY - 2012

Y1 - 2012

N2 - This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic, inclusive approach to early literacy that resists a narrow, accountability-oriented Danish policy (mirroring international trends). The paper draws on Brostro ̈m’s (2006a, 2006b, 2008, 2009) re-conceptualization of early childhood education and care (ECEC), which conceives of care, upbringing and teaching as a unified whole, challenging both childcare services and schools. The paper also draws on Gee’s (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth’s (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early liter- acy must pay attention to how diverse early literacy opportunities empower children, especially when these opportunities are employed in a project-based learning environ- ment in which each child is able to contribute to the shared literacy events.

AB - This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic, inclusive approach to early literacy that resists a narrow, accountability-oriented Danish policy (mirroring international trends). The paper draws on Brostro ̈m’s (2006a, 2006b, 2008, 2009) re-conceptualization of early childhood education and care (ECEC), which conceives of care, upbringing and teaching as a unified whole, challenging both childcare services and schools. The paper also draws on Gee’s (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth’s (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early liter- acy must pay attention to how diverse early literacy opportunities empower children, especially when these opportunities are employed in a project-based learning environ- ment in which each child is able to contribute to the shared literacy events.

KW - early literacy

KW - childcare

KW - holistic

KW - school

KW - teaching

KW - unified approach

U2 - 10.1177/1468798411417374

DO - 10.1177/1468798411417374

M3 - Tidsskriftartikel

VL - 12

SP - 311

EP - 330

JO - Journal of Early Childhood Literacy

JF - Journal of Early Childhood Literacy

SN - 1468-7984

IS - 3

ER -