What is it about?

This study explores the pedagogical beliefs held by Japanese early childhood education and care (ECEC) teachers concerning early literacy instruction.

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Why is it important?

We have been inspired by Bronfenbrenner's ecological views of human development and tried to deal with the issues of two contrastive ECEC traditions, i.e. early education and social pedagogy. Our findings held implications regarding how teachers’ individual beliefs influence their various methods of facilitating the early literacy development of young children in ECEC settings beyond differences in educational tradition concerning early literacy.


I believe that 'play' and 'literacy' are useful keywords to reflect our pedagogical practices in ECEC settings and primary school through the international perspective. I hope that we could share the issues how we can enhance and encourage the experiences of young children’s play, early literacy and creativity through this paper.

Mr Hiroo Matsumoto
Kagawa Daigaku

Read the Original

This page is a summary of: Teachers’ beliefs about literacy practices for young children in early childhood education and care settings, International Journal of Early Years Education, November 2018, Taylor & Francis, DOI: 10.1080/09669760.2018.1547630.
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