Linking home and school literacy in an inner city reception class created by Anthony Feiler

By:

Feiler, Anthony [author]

Material type: Text

TextSeries: Journal of Early Childhood Literacy ; Volume 5, number 2London: Sage, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

14687984

Subject(s):

Linking home -- School literacy -- Reception class

LOC classification:

LB1139.5.L35 JOU

Online resources:

Click here to access online

Abstract: New perspectives on childhood learning are beginning to change the way we view the development of early literacy, which is progressively conceptualized as embedded in social practice. The recognition of the powerful influence of out-of-school learning prompts questions about ways of linking home and school practices. This article reports a home-based literacy activity that was introduced by a Teaching Assistant, developed with a Reception child and his family who participated in the Literacy Early Action Project, and then crossed sites from the home context into the classroom. Likely reasons for the success of this activity centre on the ‘co-construction of expertise’ (McNaughton, 2001) between the Teaching Assistant and members of the boy’s family, and the opportunities afforded for the child’s playful engagement.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1139.5.L35 JOU (Browse shelf(Opens below))	Vol. 13, no. 3 (pages 131-150)	101	Not for loan	For in house use

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New perspectives on childhood learning are beginning to change the way we view the development of early literacy, which is progressively conceptualized as embedded in social practice. The recognition of the powerful influence of out-of-school learning prompts questions about ways of linking home and school practices. This article reports a home-based literacy activity that was introduced by a Teaching Assistant, developed with a Reception child and his family who participated in the Literacy Early Action Project, and then crossed sites from the home context into the classroom. Likely reasons for the success of this activity centre on the ‘co-construction of expertise’ (McNaughton, 2001) between the Teaching Assistant and members of the boy’s family, and the opportunities afforded for the child’s playful engagement.

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