Abstract
In 1985–1987 observations2 were made in kindergartens in Scandinavia (Norway, Sweden, Denmark), Great Britain, and the United States. Based upon these observations, the written language environments are described and comparisons are made. In Scandinavia, the kindergartens for 6-year-olds are generally environments that emphasize social development, oral language, and creative expression through play. Essentially no written language is found. In Great Britain (and in British schools elsewhere), the same interactive play environment also includes written language. Five-year-olds in the reception class of the infant, or first school are introduced to reading within the context of story books and to writing via story dictation and copying. In the United States, public school kindergartens for 5-year-olds have become increasingly more academic over the past 25 years. However, some developmentally appropriate kindergartens still exist many of which include a print-rich, written language environment in which the 5-year-olds acquire written language naturally. Current research from several cultures suggests that a natural use of written language as a part of children’s social play environment might be a valuable addition to the kindergarten programs in all of these countries.
Résumé
Entre 1985 et 1987, des observations dans des écoles maternelles de Scandinavie (Norvège, Suède et Danemark), de Grande-Bretagne et des Etats-Unis ont été menées. A partir de ces observations, les milieux de langage écrit sont décrits et comparés. En Scandinavie, les maternelles pour les enfants de 6 ans sont généralement des environnements qui favorisent le développement social, le langage oral et l’expression créative à travers le jeu. Essentiellement, on ne retrouve pas de langage écrit. En Grande-Bretagne (et ailleurs dans les écoles britanniques) le même milieu de jeu interactif inclus également le langage écrit. Quant aux enfants de cinq ans, dans la classe de réception, ils sont introduits à la lecture dans le cadre des livres de contes et à l’écriture par le biais de la dictée et de la copie d’histoires. Aux Etats-Unis, ces vingt-cinq dernières années, les écoles maternelles publiques pour les enfants de 5 ans sont devenues progressivement plus académiques. Cependant, quelques maternelles de type développemental existent encore dont la plupart incluent un enrichissement de l’écriture, des milieux de langage écrit dans lesquels les enfants de 5 ans acquirèrent le langage de façon naturelle. Des recherches courantes provenant de diverses cultures suggèrent que l’utilisation naturelle d’un langage écrit comme étant partie de l’environnement de jeu social des enfants pourrait être un complément valable aux programmes de tous ces pays.
Resumen
Entre 1985 y 1987 se hicieron observaciones en jardines infantiles de Escandinavia (Noruega, Suecia, Dinamarca), Gran Bretaña Estados y Unidos. En base a estas observaciones se describen y se comparan los medios de lenguaje escrito. En Escandinavia, los jardines infantiles para los niños de 6 años son generalmente medios que acentúan el desarrollo social, el leguaje oral y la expresión creativa a través del juego. En esencia, no se encuentra lenguaje escrito. En Gran Bretaña (y en las otras escuelas británicas) el mismo medio interactivo de juego incluye también lenguaje escrito. Se introduce al niño de cinco anõs a la lectura dentro del contexto de libros de cuentos y a la escritura por intemedio del dictado y de la copia de cuentos. En Estados Unidos, en estos últimos 25 años, los jardines infantiles de las escuelas públicas, para los nińos de cinco ańos, se han convertido progresivamente en más académicos. Sin embargo, todavía existen algunos jardines preocupados por el desarrollo del nińo; muchos de ellos incluyen un enriquecimiento del idioma escrito en el cual el niño de cinco años lo adquiere en forma natural. Investigaciones actuales hechas en diferentes culturas sugieren que el uso natural del idioma escrito como parte del medio de juego social del niño podría ser un aditivo válido en los programas de jardin infantil en todos estos paises.
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Nurss, J.R. Written language environments for young children: Comparison of Scandinavian, British, and American Kindergartens. IJEC 20, 45 (1988). https://doi.org/10.1007/BF03174551
DOI: https://doi.org/10.1007/BF03174551