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  • "That's a Big Bad Wolf!": Learning through Teacher-Child Talk During Shared Reading of a Story Book App

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    Neumann475141-Accepted.pdf (441.3Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Neumann, Michelle M
    Merchant, Guy
    Griffith University Author(s)
    Neumann, Michelle M.
    Year published
    2021
    Metadata
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    Abstract
    Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has examined the benefits of digital book reading in children’s learning. However, less is known about how very young children engage with and learn from interactive story book apps and how teachers support these early reading experiences. The case study reported on here was conducted in the north of England and explored how one teacher scaffolded a young child’s learning and interactions during shared reading of a story book app (Three Little Pigs) in her early years classroom. ...
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    Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has examined the benefits of digital book reading in children’s learning. However, less is known about how very young children engage with and learn from interactive story book apps and how teachers support these early reading experiences. The case study reported on here was conducted in the north of England and explored how one teacher scaffolded a young child’s learning and interactions during shared reading of a story book app (Three Little Pigs) in her early years classroom. The teacher used a wide range of words, repetition, and questioning strategies to engage the child with the story content and maintain her interest which provided a positive experience for the child. The teacher also offered encouragement and technical assistance to scaffold learning. These important teacher supports afforded opportunities for the child to learn about language and literacy in meaningful ways with a digital device. This generates practical recommendations on how early childhood teachers can effectively engage young children with story book apps in the classroom.
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    Journal Title
    Early Childhood Education Journal
    DOI
    https://doi.org/10.1007/s10643-021-01171-8
    Funder(s)
    ARC
    Grant identifier(s)
    DP210101226
    Copyright Statement
    © 2021 Springer Netherlands. This is an electronic version of an article published in Early Childhood Education Journal, 2021. Early Childhood Education Journal is available online at: http://link.springer.com// with the open URL of your article.
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Curriculum and pedagogy
    Education systems
    Social Sciences
    Education & Educational Research
    Young children
    Teacher
    Shared reading
    Publication URI
    http://hdl.handle.net/10072/407984
    Collection
    • Journal articles

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