Looking Back to Move Forward With Disciplinary Literacy

Abstract

Much of what we know about disciplinary literacy is focused on applications for middle and secondary English, math, science, and history classrooms. Some even suggest that disciplinary literacy instruction, because of its focus on written discourse practices, cannot begin earlier than middle school. Very little has been written about what, if any, disciplinary literacy pedagogy might be applicable in the early grades. What if the key to moving forward in understanding the pedagogy of disciplinary literacy is to start with the youngest learners? This chapter provides a theoretical link between early childhood education and secondary disciplinary literacy practices. It outlines key practices of disciplinary thinking exemplified in intentional play pedagogy in early childhood classrooms. Connections between these key practices and applications in a secondary history classroom show how the foundations of disciplinary literacy are laid in early childhood.