• Home
  • About
  • Conference
    • California Kindergarten Conference
    • 32nd Young Children’s Art Exhibit
  • Workshops
  • Join
  • Members Only
  • Amazon
    • Email
    • Facebook
    • Instagram

California Kindergarten Association.

Rockin' Kindergarten for over 30 years!

Kindergarten Education: Theory, Research, and Practice Journal Articles: Volume 5, No.1 * Spring, 2000

Reflection, Dialogue, and Negotiation: Transforming Instructional Practices Through Classroom Research

LYNDA D. STONE
In this article, I discuss why an understanding of teacher beliefs is important to educational reform, why creating communities of inquiry promotes teacher devleopment, and why viewing classrooms as cultural contexts is valuable. Ethnographic research techniques are offered as a means of creating inquiry communities in which teachers take on the role of researchers. A basic description of ethnographic research techniques is provided along with a complementary conceptual tool, Activity Theory. Finally, a brief discussion of what forms of internal and external support might work to promote teachers’ ongoing development as teacher researchers is included.

LYNDA D. STONE
Professor of Child Development in the College of Education at California State University, Sacramento.
Rules are Made to be Golden: A Qualitative Study of American and Japanese Children’s Morals
SATOMI IZUMI TAYLOR, JEANNE T. WILSON, TOSHIKO KANEDA, and TETSUYA OGAWA
The purpose of this study was to examine the moral development of Japanese and American first-and second grade children. The data came from written essays of children from both nations. The data analysis revealed that when making moral decisions, the children of both nations were clearly influenced by the universal concepts of responsibility, social rules, hidden curriculum, empathy, and perspective taking. However, the children of both nations were also influenced by their own cultures. Specifically, Japanese children arrived at moral decisions through the cultural filters of sunao (coperation), hansei (reflection), apology, and feelings, whereas American children arrived at these same decisions through such cultural filters as honesty, feelings, and a sense of right and wrong.

SATOMI IZUMI TAYLOR is Associate Professor, Department of Instruction and Curriculum Leadership, The University of Memphis. JEANNE T. WILSON is a Kindergarten Teacher at St. Mary’s Episcopal School, Memphis, TN. TOSHIKO KANEDA is Professor, Department of Education, Shizuoka University, Shizuoka-City, Japan. TETSUYA OGOWA is Associate Professor, Seitoku University, Kawasaki, Japan.
Reading, Writing, Talking, Thinking, and Caring in the Kindergarten Classroom
JOHN SHEFELBINE, CINDY LITMAN, and MARILYN WILSON
New state Kindergarten standards in California list reading content that used to be more commonly taught in first grade. This article examines some of the thinking behind this change and argues that beginning reading can be incorporated into the kindergarten curriculum but not at the expense of two other key components: socialization and language development. Ways in which these three goals can be strengthened and combined are described. Developing a caring community with an emphasis on intrinsic motivation and collaborative learning positively affects students’ sense of worth and is associated with higher academic achievement. Academic language development through challenging read alouds and through “talking and writing to learn” builds the comprehension base that is so critical in the upper grades. Finally, kindergarten students can begin to master beginning reading strategies when instruction is carefully scaffolded to meet their varying developmental levels and when “hybrid” text is used as a transition from predictable to decodable text.

JOHN SHEFELBINE is Professor of Teacher Education at California State University, Sacramento. CINDY LITMAN is a writer for the Developmental Studies Center’s After-School Literacy project. MARILYN WATSON is the Director of Programs at the Developmental Studies Center, Oakland, CA.

A Creative Tool for Strengthening Skills of Emergent Readers
MICHAEL JORDAN and ADRIENNE HERRELL
Readers theatre has long been recognized as an effective approach for providing authentic reading practice. Recent research has validated it as a powerful tool in teaching reading fluency (rate, accuracy, phrasing, pitch, stress, and expressiveness) as well as comprehension. This article provides step-by-step instructions in ways to adapt readers theatre for emergent readers. Using a language experience approach or shared writing, the students are engaged in an active retelling of the story being read in order to create a readers theatre script. The students are then involved in presenting the script through expresive oral readings, puppet presentations, or choral reading. These approaches provide multiple opportunities for rereading for authentic purposes, supporting the students’ acquisition of sight words, expressive reading, and comprehension.

MICHAEL JORDAN is Assistant Professor in the Department of Curriculum, Teaching, and Education Technology, California State University, Fresno. ADRIENNE HERRELL is Professor in the Department of Literacy and Early Education, California State University, Frensno.

 

Latest on Instagram

Are you using @seesawlearning? Join our #Teachers Are you using @seesawlearning?

Join our #TeachersHelpingTeachers chat discussion on using Seesaw for play based learning. We’d love to hear and learn how you create these experiences.
Wondering if you should attend one of our #CKAPDWs Wondering if you should attend one of our #CKAPDWs? 

Here are a few reasons to consider it.

Get more information at our website.💻
We're excited to announce that @InnovatingPlay wil We're excited to announce that @InnovatingPlay will present for at our #CKAPDW. 

Designing #GoogleSlides for Littles will explore examples of teacher and student slides that have customized layouts.

For more information or to register visit our Profile or bit.ly/CKAPDWS.
We're thrilled to help you succeed as we come to t We're thrilled to help you succeed as we come to the FINAL STRETCH of the school year. 

Join us for our #CKAPDW series. Learn from educators just like you! 

Registration opens soon!
Let’s chat about books! Join our upcoming #Teac Let’s chat about books!

Join our upcoming #TeachersHelpingTeachers chat where we’ll share some of the books we plan to read during #ReadAcrossAmerica. We want you share a diverse range of books, authors and topics because we know books like people are multifaceted.

See our Profile for registration info.
Have you 💙 our PDWs? We are happy to announce t Have you 💙 our PDWs? We are happy to announce that they are back this Spring.

Mark your calendars for the FINAL STRETCH (🎉cue fireworks and fanfare💥). Every Wednesday @4:00PM, March 24- April 28. Stay tuned for registration details!

💙 We LOVE our #CKATeachers.

Latest on Facebook

California Kindergarten Association

11 hours ago

California Kindergarten Association
Wondering if you should attend one of our #ckapdws? Here are a few reasons to consider it.#ckateacher #ckalovesteachers #iteachfirst #iteachk #professionaldevelopmentGet more information 💻californiakindergartenassociation.org/professional-development-workshops/ ... See MoreSee Less

Photo

View on Facebook
· Share

Share on Facebook Share on Twitter Share on Linked In Share by Email

California Kindergarten Association

1 day ago

California Kindergarten Association
REGISTRATION IS NOW OPEN for our Spring PDW Series! We are excited to announce that Innovating Play will present for #CKADesigning #GoogleSlides for Littles will explore examples of teacher and student slides that have customized layouts.For more info & to register:californiakindergartenassociation.org/professional-development-workshops/#ckalovesteachers #PDW #CKATeacher #professionaldevelopment #iteachk #iteachfirst ... See MoreSee Less

Video

View on Facebook
· Share

Share on Facebook Share on Twitter Share on Linked In Share by Email

California Kindergarten Association

3 days ago

California Kindergarten Association
Are you using Seesaw with your class this year? Join our #teachershelpingteachers chat discussion on using Seesaw for play based learning. We'd love to hear and learn how you create these experiences.Register here:californiakindergartenassociation.org/professional-development-workshops/#ckalovesteachers #iteachk #iteachfirst #remoteteaching ... See MoreSee Less

Photo

View on Facebook
· Share

Share on Facebook Share on Twitter Share on Linked In Share by Email

California Kindergarten Association

1 week ago

California Kindergarten Association
We are pleased to announce our Spring PDW Series Lineup! We're confident that these amazing presenters will help you RECHARGE and get geared up for the FINAL STRETCH! Registration opens SOON! #ckalovesteachers #cka #professionaldevelopment #remotelearning #iteachk #iteachfirst #earlychildhoodeducation ... See MoreSee Less

Video

View on Facebook
· Share

Share on Facebook Share on Twitter Share on Linked In Share by Email

California Kindergarten Association

1 week ago

California Kindergarten Association
Our friends at CPIN are offering an amazing FREE Perceptual-Motor Skills and Movement Concepts training based on the CA Preschool Learning Foundations and Curriculum Frameworks. There are three dates to choose from. Check out their website for this and many other great opportunities from #CPIN #ckalovesteachers #cka #professionaldevelopmentl.facebook.com/l.php?u=https%3A%2F%2Fcpin.us%2F%3Ffbclid%3DIwAR21BfxrbK_DdT0hYIDA-mhdoLovr9x4G3OF... ... See MoreSee Less

CPIN.us |

cpin.us

The California Preschool Instructional Network (CPIN) is brought to you by the California Department of Education, Early Learning and Care Division in collaboration with the Center for Child and Famil...
View on Facebook
· Share

Share on Facebook Share on Twitter Share on Linked In Share by Email

Contact

Phone 916.780.5331
Fax 916.780.5330

Privacy Statement

Copyright © 2021 · Website Design By Jumping Jax Designs