Young children in Hong Kong are exposed daily to large amounts of environmental print, and may have formed some concepts about the uses of print and about the structure of Chinese characters before they receive formal schooling. For example, some children might realize that Chinese characters are monosyllabic, that symbols such as a star are different from characters. Four and five year old kindergarten children were given two tests to explore their knowledge of Chinese print and the functions of print. The results indicate that Hong Kong children can recognize a substantial number of characters from the environment and are quite knowledgeable about the functions of prints. Implications for literacy development and literacy education are explored in the paper.
|Publication status||Published - Mar 2008|
CitationWu, R. J. (2008, March). Young Chinese children's knowledge about environmental print and the functions of print. Paper presented at the Annual Meeting of American Educational Research Association: Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility, New York, NY.
- Early Childhood Education
- Development of Disciplinary Knowledge (e.g. Sociology, Psychology)