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dc.contributor.advisorGilles, Caroleng
dc.contributor.authorWatson, Elizabeth Anneng
dc.date.issued2023eng
dc.date.submitted2023 Summereng
dc.description.abstractThe purpose of this qualitative case study was to examine how literature discussions are used to promote social justice in an early childhood classroom that emphasizes critical literacies and sociocultural approaches to literacy. Rita, the teacher, read aloud to a small group of students to spark interests and provide opportunities for students' talk. Data was collected from a small group in her kindergarten classroom over a semester. Data analysis consisted of two cycles of coding: initial coding and eclectic coding, using constant comparative analysis, and discourse analytical techniques. Findings from this study suggest, through careful teacher facilitation, kindergarten students can inquire and ask questions together when encountering texts that depict injustice. Additionally, children are not too young to have discussions surrounding issues of social justice. Three findings emerged from this study. Rita chose texts that built on one another and met the group's needs, as well as delving more deeply into social justice issues. By keeping the group consistent over a semester, trust was built, and students felt safe to explore together. Most importantly, Rita orchestrated and changed scaffolding techniques, including her talk moves, to support students' construction of meaning. When students encountered abstract topics like poverty and homelessness that they have not experienced, Rita reflected and made significant changes to her scaffolds to support their moves toward more critical talk. Implications for early childhood teachers, administrators, faculty in early childhood, and future researchers are included.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentxiv, 224 pages : illustrations (color)eng
dc.identifier.urihttps://hdl.handle.net/10355/97008
dc.identifier.urihttps://doi.org/10.32469/10355/97008eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.titleTeacher facilitation of critical literature discussions with kindergarten studentseng
dc.typeThesiseng
thesis.degree.disciplineLearning, Teaching and Curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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