Why Disciplinary Literacies Belong in the Primary Grades: Reviewing the Research through a Vygotskian Lens.
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| Title: | Why Disciplinary Literacies Belong in the Primary Grades: Reviewing the Research through a Vygotskian Lens. |
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| Authors: | Hoelzeman, Bethani1 bethanih@uark.edu, Collet, Vicki S.2 collet@uark.edu |
| Source: | Educational Considerations. 2026, Vol. 51 Issue 2, p1-23. 23p. |
| Subject Terms: | *Early childhood education, *Sociocultural theory, *Emergent literacy, *Literacy education, *Collaborative learning, *Primary education, *Inquiry-based learning, Social constructivism |
| Abstract: | The article discusses the importance of integrating disciplinary literacies into primary education, particularly in kindergarten through second grade, through the lens of Vygotskian sociocultural theory. It defines disciplinary literacy as the specific ways in which members of a discipline read, understand, and communicate knowledge, emphasizing that even young children can begin to develop these skills through social interactions and guided practices. The authors highlight the need for more research in this area, noting that while some studies have explored disciplinary literacies at the secondary level, there is a significant gap in understanding how these practices can be effectively implemented in early education. The article advocates for instructional strategies that incorporate inquiry-based learning, collaborative practices, and play to foster disciplinary identities and literacies among young learners. [Extracted from the article] |
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| Database: | Education Research Complete |
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