Abstract
This chapter explores the integration of disciplinary literacy across learning stations in PreK through 3rd Grade classrooms to facilitate culturally and linguistically responsive learning. Through a synthesis of research and the professional experience of the authors, the chapter offers a conceptual framework and pedagogical support for literacy practices that are culturally and linguistically responsive to each child's emerging and developing literacy. Additionally, this chapter describes the components of an interdisciplinary approach to facilitating literacy learning at the prekindergarten through third grade level that ensures a culturally and linguistically responsive curriculum integrating language arts, mathematics, science, and social studies using learning stations. This model supports self-directed learning facilitated by responsive adult-initiated adult-child interaction in a play-based environment for nurturing intrinsic motivation and self-directed learning.
TopDisciplinary Literacy In Early Childhood
Disciplinary literacy during early childhood may be viewed as the convergence of content knowledge, experience, and skills joined with the ability to listen, speak, read, write, think critically, and act on one’s thoughts in a socially competent manner (Nunamaker & Mosier, 2022). A strong appreciation of child development theory and DAP will help early childhood educators understand the value of utilizing learning stations as a foundation for disciplinary literacy (Shanahan & Shanahan, 2014). Well-planned learning stations create an inviting learning environment for young children that encourages active learning and exploration of materials that can enhance creative expression, while supporting self-determination (Porter, 2020). Learning stations are a convenient venue for the use of authentic assessment that can assist the early childhood educator in scaffolding learning experiences that meet children in their zone of proximal development (Areljung et al., 2021).
Oral verbal interaction with young children during the school day is a critical component of supporting literacy in all content areas (Graham et al., 2018). Research has identified many techniques for using verbal interaction with young children as pedagogical support for disciplinary literacy (Hadley & Mendez, 2021). The techniques are not specific to any one discipline and can be used to support literacy in all academic subjects (Garner et al., 2019; Hadley & Mendez, 2021).
Key Terms in this Chapter
Developmentally Appropriate Practice: An approach to interacting with, and facilitating the learning of, young children that is play-based, addresses all developmental domains, is culturally and linguistically relevant, and supports their optimal development in alignment with developmental science.
3-Part I-Message: A template for expressing one’s emotion that uses first-person singular language to address a behavior, the speaker’s feeling about the behavior, and the resulting response of the speaker to their feelings regarding the behavior.
Disruptive Classroom Behavior: A child’s actions in the classroom setting that might interfere in the classroom’s educational flow and run counter to social expectations.
Early Childhood Educator: A professional educator who works with young children from birth through age eight.
Empathic Understanding: A method of listening where the focus is on the feelings of the speaker.
Learning Stations: A physical location in an early childhood education classroom where a small number of children can engage with the materials available at the station either individually or with others, including the early childhood educator, who are at the same station.
Play-Based Learning: Approaches to early childhood education that emphasize the vital role of play, exploration, and discovery in the learning process.
Logical Consequence: A consequence, implemented by an adult, that is logically related to the behavior and provides a clear path for the child to avoid the consequence in the future.
Self-Regulation: A person's ability to be self-directed and self-correcting of their own behavior based on social norms.
Natural Consequence: A consequence, not implemented by an adult, that occurs naturally as the result of a behavior.
Positive Child Guidance: A method of child guidance that emphasizes developmentally appropriate practices and positive adult-child interactions with the goal of cultivating self-regulation in young children.