Abstract
In this essay, the author addresses the current status of emergent literacy research. First, she sets the stage by briefly exploring the important questions and continuing contributions of the emergent literacy perspective. Next, she examines some inherent theoretical tensions especially how emergent literacy’s research questions have bounded and constrained what is currently know about preschool literacy. Finally, she turns her attention toward new questions and new opportunities for understanding that flow from re-theorizing early literacy learning as social practice. Using data from her own studies of preschoolers’ early writing interactions, the author illustrates some exciting possibilities for expanding our understandings of early literacy learning.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
