Instructional Challenges in Developing Young Children's Science Concepts
Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science,...
Gespeichert in:
| Veröffentlicht in: | The Reading teacher 2015-02, Vol.68 (5), p.363-372 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 372 |
|---|---|
| container_issue | 5 |
| container_start_page | 363 |
| container_title | The Reading teacher |
| container_volume | 68 |
| creator | Hoffman, Jessica L. Collins, Molly F. Schickedanz, Judith A. |
| description | Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science, in literacy instruction through read alouds of texts that involve science concepts. This article explores the challenges some teachers experience when trying to integrate science and literacy instruction in early childhood and explains ways in which teachers can effectively support science concept development in read alouds. We argue against the use of narrative texts to teach scientific concepts, explain how and why informational texts are much better suited to that task, and present four guiding principles and instructional challenges for teaching science concepts in read alouds of informational texts, illustrated using classroom examples. |
| doi_str_mv | 10.1002/trtr.1325 |
| format | Article |
| fullrecord | <record><control><sourceid>istex_wiley</sourceid><recordid>TN_cdi_wiley_primary_10_1002_trtr_1325_TRTR1325</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>ark_67375_WNG_XS9N29VF_7</sourcerecordid><originalsourceid>FETCH-LOGICAL-c1185-66f2b73ec15c9bc9893e60e80df19657c916c434c2a580aa83f8511de9cf61d73</originalsourceid><addsrcrecordid>eNo9j8lOwzAURS0EEqWw4A-yY5XWL46nJQp0kKoitWVaWa7jtIaQVHZa6N-TqIi3uO9uzpUOQreAB4BxMmx84wdAEnqGeiAJixMO6TnqYUzSGFMGl-gqhA_cnhC4hybTKjR-bxpXV7qMsq0uS1ttbIhcFT3Ygy3rnas20Xu9bzPbujL3troL0dI4WxkbZXWbuyZco4tCl8He_P0-eh49rrJJPHsaT7P7WWwABI0ZK5I1J9YANXJtpJDEMmwFzguQjHIjgZmUpCbRVGCtBSkEBcitNAWDnJM-Gp52v11pj2rn3Zf2RwVYdf6q81edv1otVouutER8Ilxo7M8_of2nYpxwql7nY_W2lPNEvowUJ78lY1-w</addsrcrecordid><sourcetype>Publisher</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Instructional Challenges in Developing Young Children's Science Concepts</title><source>JSTOR Archive Collection A-Z Listing</source><source>Wiley Online Library All Journals</source><creator>Hoffman, Jessica L. ; Collins, Molly F. ; Schickedanz, Judith A.</creator><creatorcontrib>Hoffman, Jessica L. ; Collins, Molly F. ; Schickedanz, Judith A.</creatorcontrib><description>Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science, in literacy instruction through read alouds of texts that involve science concepts. This article explores the challenges some teachers experience when trying to integrate science and literacy instruction in early childhood and explains ways in which teachers can effectively support science concept development in read alouds. We argue against the use of narrative texts to teach scientific concepts, explain how and why informational texts are much better suited to that task, and present four guiding principles and instructional challenges for teaching science concepts in read alouds of informational texts, illustrated using classroom examples.</description><identifier>ISSN: 0034-0561</identifier><identifier>EISSN: 1936-2714</identifier><identifier>DOI: 10.1002/trtr.1325</identifier><language>eng</language><publisher>Blackwell Publishing Ltd</publisher><subject>and materials ; Comprehension ; Content literacy ; Depth of (higher level ; Depth of (higher level, literal level, etc.) ; Discussion strategies ; Domain knowledge ; Early childhood ; etc. ; Informational text ; Instructional strategies ; Instructional strategies, teaching strategies ; literal level ; Literature ; methods ; Nonfiction ; Strategies ; Strategies, methods, and materials ; teaching strategies ; Text features ; Text features, text structure ; text structure ; Text types ; Text types, text features</subject><ispartof>The Reading teacher, 2015-02, Vol.68 (5), p.363-372</ispartof><rights>2015 International Literacy Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c1185-66f2b73ec15c9bc9893e60e80df19657c916c434c2a580aa83f8511de9cf61d73</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Ftrtr.1325$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Ftrtr.1325$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids></links><search><creatorcontrib>Hoffman, Jessica L.</creatorcontrib><creatorcontrib>Collins, Molly F.</creatorcontrib><creatorcontrib>Schickedanz, Judith A.</creatorcontrib><title>Instructional Challenges in Developing Young Children's Science Concepts</title><title>The Reading teacher</title><addtitle>Read Teach</addtitle><description>Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science, in literacy instruction through read alouds of texts that involve science concepts. This article explores the challenges some teachers experience when trying to integrate science and literacy instruction in early childhood and explains ways in which teachers can effectively support science concept development in read alouds. We argue against the use of narrative texts to teach scientific concepts, explain how and why informational texts are much better suited to that task, and present four guiding principles and instructional challenges for teaching science concepts in read alouds of informational texts, illustrated using classroom examples.</description><subject>and materials</subject><subject>Comprehension</subject><subject>Content literacy</subject><subject>Depth of (higher level</subject><subject>Depth of (higher level, literal level, etc.)</subject><subject>Discussion strategies</subject><subject>Domain knowledge</subject><subject>Early childhood</subject><subject>etc.</subject><subject>Informational text</subject><subject>Instructional strategies</subject><subject>Instructional strategies, teaching strategies</subject><subject>literal level</subject><subject>Literature</subject><subject>methods</subject><subject>Nonfiction</subject><subject>Strategies</subject><subject>Strategies, methods, and materials</subject><subject>teaching strategies</subject><subject>Text features</subject><subject>Text features, text structure</subject><subject>text structure</subject><subject>Text types</subject><subject>Text types, text features</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNo9j8lOwzAURS0EEqWw4A-yY5XWL46nJQp0kKoitWVaWa7jtIaQVHZa6N-TqIi3uO9uzpUOQreAB4BxMmx84wdAEnqGeiAJixMO6TnqYUzSGFMGl-gqhA_cnhC4hybTKjR-bxpXV7qMsq0uS1ttbIhcFT3Ygy3rnas20Xu9bzPbujL3troL0dI4WxkbZXWbuyZco4tCl8He_P0-eh49rrJJPHsaT7P7WWwABI0ZK5I1J9YANXJtpJDEMmwFzguQjHIjgZmUpCbRVGCtBSkEBcitNAWDnJM-Gp52v11pj2rn3Zf2RwVYdf6q81edv1otVouutER8Ilxo7M8_of2nYpxwql7nY_W2lPNEvowUJ78lY1-w</recordid><startdate>201502</startdate><enddate>201502</enddate><creator>Hoffman, Jessica L.</creator><creator>Collins, Molly F.</creator><creator>Schickedanz, Judith A.</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope></search><sort><creationdate>201502</creationdate><title>Instructional Challenges in Developing Young Children's Science Concepts</title><author>Hoffman, Jessica L. ; Collins, Molly F. ; Schickedanz, Judith A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c1185-66f2b73ec15c9bc9893e60e80df19657c916c434c2a580aa83f8511de9cf61d73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>and materials</topic><topic>Comprehension</topic><topic>Content literacy</topic><topic>Depth of (higher level</topic><topic>Depth of (higher level, literal level, etc.)</topic><topic>Discussion strategies</topic><topic>Domain knowledge</topic><topic>Early childhood</topic><topic>etc.</topic><topic>Informational text</topic><topic>Instructional strategies</topic><topic>Instructional strategies, teaching strategies</topic><topic>literal level</topic><topic>Literature</topic><topic>methods</topic><topic>Nonfiction</topic><topic>Strategies</topic><topic>Strategies, methods, and materials</topic><topic>teaching strategies</topic><topic>Text features</topic><topic>Text features, text structure</topic><topic>text structure</topic><topic>Text types</topic><topic>Text types, text features</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hoffman, Jessica L.</creatorcontrib><creatorcontrib>Collins, Molly F.</creatorcontrib><creatorcontrib>Schickedanz, Judith A.</creatorcontrib><collection>Istex</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hoffman, Jessica L.</au><au>Collins, Molly F.</au><au>Schickedanz, Judith A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Instructional Challenges in Developing Young Children's Science Concepts</atitle><jtitle>The Reading teacher</jtitle><addtitle>Read Teach</addtitle><date>2015-02</date><risdate>2015</risdate><volume>68</volume><issue>5</issue><spage>363</spage><epage>372</epage><pages>363-372</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><abstract>Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science, in literacy instruction through read alouds of texts that involve science concepts. This article explores the challenges some teachers experience when trying to integrate science and literacy instruction in early childhood and explains ways in which teachers can effectively support science concept development in read alouds. We argue against the use of narrative texts to teach scientific concepts, explain how and why informational texts are much better suited to that task, and present four guiding principles and instructional challenges for teaching science concepts in read alouds of informational texts, illustrated using classroom examples.</abstract><pub>Blackwell Publishing Ltd</pub><doi>10.1002/trtr.1325</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-0561 |
| ispartof | The Reading teacher, 2015-02, Vol.68 (5), p.363-372 |
| issn | 0034-0561 1936-2714 |
| language | eng |
| recordid | cdi_wiley_primary_10_1002_trtr_1325_TRTR1325 |
| source | JSTOR Archive Collection A-Z Listing; Wiley Online Library All Journals |
| subjects | and materials Comprehension Content literacy Depth of (higher level Depth of (higher level, literal level, etc.) Discussion strategies Domain knowledge Early childhood etc. Informational text Instructional strategies Instructional strategies, teaching strategies literal level Literature methods Nonfiction Strategies Strategies, methods, and materials teaching strategies Text features Text features, text structure text structure Text types Text types, text features |
| title | Instructional Challenges in Developing Young Children's Science Concepts |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-06T08%3A11%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-istex_wiley&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Instructional%20Challenges%20in%20Developing%20Young%20Children's%20Science%20Concepts&rft.jtitle=The%20Reading%20teacher&rft.au=Hoffman,%20Jessica%20L.&rft.date=2015-02&rft.volume=68&rft.issue=5&rft.spage=363&rft.epage=372&rft.pages=363-372&rft.issn=0034-0561&rft.eissn=1936-2714&rft_id=info:doi/10.1002/trtr.1325&rft_dat=%3Cistex_wiley%3Eark_67375_WNG_XS9N29VF_7%3C/istex_wiley%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true |