Shared reading at kindergarten
Understanding book content through participation
This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in these successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities.
Keywords: children’s conversations, classroom interaction, participation framework, knowledge construction
Published online: 28 September 2015
Cited by other publications
Willemsen, Annerose, Myrte N. Gosen, Marije van Braak, Tom Koole & Kees de Glopper
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