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Relationships Between Drawing And Ea...

Zamzow, Lois Margaret Delwiche.

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Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers./
Author:	Zamzow, Lois Margaret Delwiche.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620918
ISBN:	9781303916120

Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers.
Zamzow, Lois Margaret Delwiche.

Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers. - 142 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

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

National attention and money recently directed toward early childhood education has prompted significant change. Academic pushdown of kindergarten expectations and teaching practices has altered the prekindergarten experience for many four-year-olds as well as their teachers' instructional decision-making regarding the teaching of early writing. The central research question explored in this study is how do prekindergarten teachers conceptualize relationships between drawing and learning to write alongside current curricular constraints?

ISBN: 9781303916120Subjects--Topical Terms:

1018115
Education, Language and Literature.

Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers.
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020 $a 9781303916120
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100 1 $a Zamzow, Lois Margaret Delwiche. $3 3171606
245 1 0 $a Relationships Between Drawing And Early Writing As Conceptualized By Prekindergarten Teachers.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Catherine F. Compton-Lilly.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a National attention and money recently directed toward early childhood education has prompted significant change. Academic pushdown of kindergarten expectations and teaching practices has altered the prekindergarten experience for many four-year-olds as well as their teachers' instructional decision-making regarding the teaching of early writing. The central research question explored in this study is how do prekindergarten teachers conceptualize relationships between drawing and learning to write alongside current curricular constraints?
520 $a Grounded in Vygotskian theory and multimodal perspectives this multiple case study draws on developmentally appropriate practice and emergent literacy. District curricular documents for teaching early writing, as well as teacher talk about student drawing-writings were examined. Findings suggest that the curriculum guided teachers toward thinking about their students' early writing in terms of correctness and accuracy of letterforms and representations, while the four-year-olds' meaning construction was overlooked. The curricular constraints identified by the four prekindergarten teachers, academic and accountability pressure, and kindergarten pushdown suggest a mismatch between realities of the prekindergarten experience and the school district vision for four-year-olds. Accountability and academic standards challenged teachers who valued developmentally appropriate practice. Finally, drawings that exemplified some of the ways four-year-olds constructed meaning are examined to describe how four children constructed messages during prekindergarten writing time. Adults are advised to examine the process of meaning construction and engage children in talking about their work to reveal meanings not readily visible in their drawings.
590 $a School code: 0262.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, General. $3 1019158
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710 2 $a The University of Wisconsin - Madison. $b Curriculum and Instruction. $3 2049941
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620918