Researching Early Childhood Literacy in the Classroom

Lucy Henning is Senior Lecturer in primary English at Roehampton University, UK.

• List of Abbreviations List of transcription conventions ForewordACKNOWLEDGEMENTS Introduction: Literacy, Schooling and Young Children PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA Chapter 1 Fresh Perspectives on Familiar Phenomena Introduction Section 1: Literacy in the social world Section 2: Literacy in the institution of schooling Section 3: Children’s interpretive reproduction of literacy in schools Conclusion Chapter 2: Researching Young Children’s in-school literacy practices Introduction Section 1: Policy priorities for researching early childhood literacy Section 2: Ethnographic principles for researching early childhood literacy in classrooms Section 3: Re-examining young children’s in-school literacy practices Conclusion PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY Chapter 3: Jessica practises literacy with Donna Introduction Section 1: Normalising expectations for young children’s literacy practices. Section 2: Interpretively reproducing literacy practices in the classroom. Section 3: Interpretively Reproducing literacy skills and knowledge Conclusion Chapter 4: The importance of Amber Class’ children’s in-class peer culture Introduction Section 1: Producing peer culture literacy in social interaction Section 2: Managing peer culture priorities: Peer to peer copying Section 3: Managing peer culture and schooled literacy priorities Conclusion Chapter 5 Amber Class Children’s encounter with being grouped for teaching Introduction Section 1: Schooled literacy manages relative literacy expertise Section 2: Peer culture interpretations of schooled groupings Section 3: Sharing literacy expertise in the peer culture ConclusionPART THREE: DISCUSSION AND CONCLUSIONSDiscussion: Reflecting on young children, schooling and literacyConclusion Appendix: My research projectREFERENCES