Review of Pre-K Stories: Playing with Authorship and Integrating Curriculum in Early Childhood

Authors

Harmony Petty, University at Albany, State University of New YorkFollow

Abstract

This book review discusses salient themes within Bentley and Souto-Manning’s (2019) Pre-K stories: Playing with authorship and integrating curriculum in early childhood. Bentley and Souto-Manning present a case study of one pre-K classroom in which a teacher-researcher endeavored to honor young children’s strengths and authentic stories as they co-constructed an emergent curriculum together. This text considers researchers and practitioners as it includes theoretical discussions in addition to teacher reflections and classroom vignettes. The first three chapters explore the researchers’ theoretical foundation of emergent curriculum and a sociocultural view of play-based authorship. The following four chapters trace the development of the ‘book project’ as students engaged in creative writing, poetry, and disciplinary writing in Science, Mathematics, and Social Studies. The final three chapters discus the pedagogical implications of co-constructing an emergent curriculum with students.

Recommended Citation

Petty, Harmony (2020) "Review of Pre-K Stories: Playing with Authorship and Integrating Curriculum in Early Childhood," The Language and Literacy Spectrum: Vol. 30: Iss. 1, Article 7.
Available at: https://digitalcommons.buffalostate.edu/lls/vol30/iss1/7