Comparison of Preschoolers' Narratives, the Classroom Book Environment, and Teacher Attitudes Toward Literacy Practices in Korea and the United States

• Published in: Early education and development 2011-03, Vol.22 (2), p.234-255
• Main Authors: Lee, Young-Ja, Lee, Jeehyun, Han, Myae, Schickedanz, Judith A.
• Format: Article
• Language: English
• Subjects: Childrens Literature; Classroom Environment; Classroom management; Classrooms; Comparative Analysis; Comparative Education; Fantasy; Fiction; Foreign Countries; International comparisons; Korea; Literacy; Literacy Education; Literacy programs; Narratives; Nonfiction; Oral Reading; Preschool Children; Preschool education; Preschool Teachers; Reading Aloud to Others; Reading instruction; Teacher Attitudes; United States
• ISSN: 1040-9289; 1556-6935
• DOI: 10.1080/10409281003717867

This study investigated Korean and U.S. preschoolers' personal and fictional narratives, their classroom book environments, and their teachers' attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers' personal and fictional narratives were analyzed. The teachers' attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers' narrative productions. Research Findings: The content of preschoolers' personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives.