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Article
Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach
Journal of Childhood Studies
  • Huili Hong, East Tennessee State University
  • Karin Keith, East Tennessee State University
  • Renee Rice Moran, East Tennessee State University
Document Type
Article
Publication Date
5-30-2017
Description

Integrating children’s literacy and science learning has become a new focus in literacy instruction. Imagination, an integral part of children’s learning experience, remains marginalized in today’s early childhood education curriculum. Drawing on a yearlong ethnographic study in a first-grade classroom, this paper explores the potential affordance of imagination in integrating young children’s literacy and science learning. The findings showed that the integration opportunities were organically constructed in and through children’s natural engagement of imagination in their reading process. A dialogic approach is presented as one way to ignite children’s imaginations in their literacy and science learning.

Copyright Statement

Copyright (c) 2017 Huili Hong, Karin Keith, Renee Rice Moran, Jodi Lashay Jennings. This document was originally published by the Journal of Childhood Studies.

Creative Commons License
Creative Commons Attribution-Noncommercial 4.0
Citation Information
Huili Hong, Karin Keith and Renee Rice Moran. "Using Imagination to Bridge Young Children’s Literacy and Science Learning: A Dialogic Approach" Journal of Childhood Studies Vol. 42 Iss. 1 (2017) ISSN: 2371-4115
Available at: http://works.bepress.com/karin-keith/58/