Understanding Literacy Constructions of Kindergarten Children: A Chinese Perspective

Ying MU

Abstract


Literacy is a growing field within applied linguistics, education and media studies. According to UNESCO (1957), “literacy is something which enabled you to follow our career path and do what society requires of you.” Literacy development cannot be separated with the societal and economic background and this paper is focused on the early childhood literacy construction of Chinese urban children from the angle of functional literacy, which helps to understand how a child’s early literacy can be constructed in order to help him/her to be functionally literate forward into adult life in the suited social context.


Keywords


Functional literacy; Early childhood literacy

Full Text:

PDF

References


Bhola, H. S (1994). A sourcebook for literacy work: Perspective from the Grassroots.

UK: Jessica Kingsley Publishers/ UNESCO Publishing.

Corter, C., Janmohammed, Z., Zhang, J., & Bertrand, J. (2006). Selected issues concerning early childhood care and education in China. Background paper prepared for the Education for All Global Monitoring Report 2007 Strong foundations: early childhood care and education. Retrieved April 11, 2008, from http://unesdoc.unesco.org/images/0014/001492/149200e.pdf

Feiler, A. (2005). Linking home and school literacy in an inner city reception class. Journal of Early childhood Literac, 5 (2), 131-149.

Iinuma, M. (2003). Literacy and national identity in China: Local responses to political intervention in education response to "First steps to literacy in Chinese classrooms". Current Issues in Comparative Education, 5 (2), 124-125.

Ingulsrud, J. E., & Allen, K. (1999). Learning to read in China: Sociolinguistic perspectives on the acquisition of literacy. USA: The Edwin Mellen Press.

Kendric, M., & Mckay, R. ( 2004). Drawing as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4 (1), 109-128.

Manyak, p.C. (2004). Literacy instruction, disciplinary practice and diverse learners: a case study. Journal of Early Childhood Literacy, 4 (1), 129-149.

Montgomery, D. (2002). Helping teachers develop through classroom observation. Great Britain: David Fulton Publishers.

Wang, S. Is it good for Three Character Classics to enter into Kindergarten? Gungming Daily (2007-7-08). Retrieved April 10, 2008, from http://www.gmw.cn/01gmrb/2007-02/08/content_548927.htm

Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mother’s literacy beliefs: Connections with the home literacy environment and preschool children’s literacy development. Journal of Early Childhood Literacy, 6 (2), 191-211.




DOI: http://dx.doi.org/10.3968/13821

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Cross-Cultural Communication

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Remind

We are currently accepting submissions via email only.

The registration and online submission functions have been disabled.

Please send your manuscripts to ccc@cscanada.net，or  ccc@cscanada.org  for consideration. We look forward to receiving your work.

 

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).

 CROSS-CULTURAL COMMUNICATION Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture