{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/97008"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/97008","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Teacher facilitation of critical literature discussions with kindergarten students","abstract":"The 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.","abstract_html":"The 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.","abstract_has_math":false,"creators":["Watson, Elizabeth Ann"],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Learning, teaching and curriculum (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Gilles, Carol"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-24T03:08:20Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/97008"],"render_values":[{"text":"https://doi.org/10.32469/10355/97008","href":"https://doi.org/10.32469/10355/97008","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/97008","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Gilles, Carol"]},{"key":"dc:creator","label":"Author","values":["Watson, Elizabeth Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-10-17T15:31:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-17T15:31:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning, teaching and curriculum (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. 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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."]},{"key":"dc:title","label":"Title","values":["Teacher facilitation of critical literature discussions with kindergarten students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Gilles, Carol"],"dc:creator":["Watson, Elizabeth Ann"],"dc:date.accessioned":["2023-10-17T15:31:25Z"],"dc:date.available":["2023-10-17T15:31:25Z"],"dc:date.issued":["2023"],"dc:description.abstract":["The 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."],"dc:identifier.doi":["https://doi.org/10.32469/10355/97008"],"dc:identifier.uri":["https://hdl.handle.net/10355/97008"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Teacher facilitation of critical literature discussions with kindergarten students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Learning, teaching and curriculum (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:08:20Z"}