Teacher Scaffolding to Support Kindergarteners’ Negotiations Around Social Justice Issues

• In Event: Instructional practices and teacher supports to promote social justice and advocacy in literacy

Abstract

When children engage in dialogue in small group settings, they construct personal meanings that lead to deeper understanding of the topic (Kuby, 2013; Souto-Manning, 2009; Vasquez, 2014). However, the rise of mandated, one-size-fits all curricula is diminishing young children’s opportunities to engage in dialogue with one another (Reznitskaya, 2012).

Authors

• Elizabeth A Watson, Stephens College

• Carol Gilles, University of Missouri