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1.
Sandra Beam 《学校用计算机》2015,32(3-4):260-277
The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time. 相似文献
2.
Jodi Streelasky 《Literacy》2019,53(2):95-101
This study analyses the valued school experiences of 15 five‐ and six‐year‐old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development. 相似文献
3.
The bothersome crow people and the silent princess: exploring the orientations of children as they play a digital narrative game 
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下载免费PDF全文 《Literacy》2017,51(3):138-146
This study builds on and extends our understanding of literacy through exploring children's encounters with a digital narrative game. The research analyses different stances or orientations that children take as they progress through the game and how they draw on schematic understandings about narratives and digital gaming to support their game‐play. The study extends previous research exploring how children make meaning from visual texts and how we draw on resources across and between modes to understand narratives. Taking a socio‐cultural approach, the research suggests a framework of possible orientations that children take as they engage with the storyworld of the game, showing how this is at times strategic and critical, and at other times immersive and reactive. 相似文献
4.
Kate Pahl 《Literacy》2007,41(2):86-92
This article argues that it is possible to look at children's texts in relation to the lens of literacy events and practices from the New Literacy Studies, and apply this perspective to an understanding of creativity. Teachers can then use the possibilities within a text to ask children different kinds of questions. Drawing on a 2‐year ethnographic study of a partnership between a group of artists and teachers in an Infants School in England, and their impact on children's text‐making, the paper seeks to understand the ways in which such a text can be identified as creative. A detailed analysis of one child's text is offered as evidence of this argument. This account is set within a project to map children's play in a Foundation classroom. 相似文献
5.
In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work. 相似文献
6.
Helen Breathnach Susan Danby Lyndal O'Gorman 《International Journal of Early Years Education》2017,25(4):439-454
Play is valued conceptually and pedagogically, although its place in early years settings is under increasing pressure. Framed by the sociology of childhood and understandings of children’s agency, this article reports on an ethnographic study with children aged five years in the first year of primary school in Australia. The study investigated children's understandings of play in classroom activities involving different periods of teacher-framed and child-selected activities. Drawing on children’s accounts and video-recorded observations, the study found that children’s participation was influenced by teacher-framed agendas, and the agency afforded to them to engage in self-chosen activities and to design and negotiate their play spaces. For instance, children generally were unenthusiastic about writing activities and called these activities ‘work’ if they were directed by the teacher, and yet they consistently chose to engage in writing activities during periods of freely chosen activities. The findings raise questions about what counts as ‘play’ and ‘work’ for children, and the important function of play and free choice to mobilise participation in foundational academic activities such as writing. These understandings generate opportunities for educators to reflect upon ways to enhance children’s participation in everyday play activities in the classroom as supporting foundational academic activities. 相似文献
7.
This paper documents an evaluation of children's written responses to a story telling package used in an intervention project set up by the National Association for the Teaching of English as part of the larger Inspire Rotherham literacy campaign. The brief was to provide a group of primary teachers with innovative and inspirational approaches to raise the aspiration of Key Stage 2 children (age range 7‐9) and to improve their skills in story writing. The schools, who were self‐ selecting, were given a DVD of a professional story teller narrating tales appropriate to the age group, used alongside drama and role play workshops which helped the teachers engage children in aspects of narrative. The children were asked to retell one of their own favourite stories in writing before hearing the DVD stories and then to repeat this activity at the end of the 6‐week project. They were asked to include both pictures and writing. Their texts were analysed to provide both quantitative and textual data. Children were shown to have adopted many features of the language of the oral narratives they had heard in the second task improving both the structure and imagery of the stories they produced. 相似文献
8.
This article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children’s storytelling where 12 child participants were video recorded during their everyday storytelling experiences over a three-year period. This article reveals how children’s engagement in pretend play often involves playing out an impromptu storyline where ventriloquism is used to talk objects into life through paralinguistic features such as gesture, gaze and voice prosody. These findings suggest that through the act of ventriloquism in pretend play children learn to engage in complex meaning making activities in playful ways, orally formulating characters and building coherent and systematic storylines that can be identified as early literacy practices. 相似文献
9.
In this article, we explore the idea that comedy, with its often unorthodox ways of looking at, experiencing, and responding to the world, offers untold possibility for classroom literacy instruction. The article focuses on the potential of Improv comedy as socio‐materialist literacy in the classroom. It provides an account of Improv as a form of embodied literacy that operates as an assemblage created collectively between many people, practices, and material objects. We present findings from interviews with professional comedians regarding the possibilities of comedy for language and literacy instruction with elementary school children. The article then examines a moment from the subsequent classroom phase of the study to look at ways Improv can help students create stories and ways that laughter can be used to create a cohesive assemblage based around students' spontaneous creation of texts. The aim of the article is to provide educators with a practical means to apply socio‐materialist literacy in their classrooms through Improv, which will, in turn, allow students to create collectively generated texts and assemblages. 相似文献
10.
We explored 30 Black Kindergarten‐2nd grade students' spoken narratives around pages of their science journals that the children selected as best for showing them as scientists. Because in all narratives, space–time relationships play an important role not only in situating but also in constituting them, we focused on such relationships using Bakhtin's (1981) construct of chronotopes. Our chronotopical analysis aimed at fleshing out the temporal and spatial features that were present in the children's journal pages, and in the children's ways of talking both about these features and about being scientists. Our goal was to better understand ways in which African‐American children identify with science and scientists in particular contexts: an interview with an adult who had visited their class throughout that year and a class where they were offered various opportunities to engage with science. Using six cases that maximized the variety of understandings we could develop vis‐à‐vis our research question, we show how the children's narratives were filled with differing space–time relationships in which the children found ways to showcase their agency. Thus, we provide insights into how the children authored relationships with science and scientists, negotiated the past with the present and possible future, and contextualized their narratives within various time‐spaces that had meaning for them. Moreover, multiple people populated the children's chronotopes and became intertwined with the space–time relationships that underlined their conceptions of themselves vis‐à‐vis science and scientists. Despite the varied conceptions of science and scientists that the children portrayed, their narratives communicated a high level of confidence in being able to do science and be scientists, and initiative in learning. The children's narratives were filled with hope, “able‐ness,” knowledge, affect, and possibility. These findings point to several considerations for practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 568–596, 2012 相似文献
11.
Jeanette Hannaford 《Literacy》2012,46(1):25-32
This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It focuses on a small group case study of 8‐ and 9‐year‐old children, from diverse cultural backgrounds, who were regular players on free‐access commercial Internet games. As children frequently perform imaginative narrative play both privately and in groups triggered from experiences with novels, films and television, the research initially focused on whether similar activities resulted from experiences with commercially sponsored free Internet game sites. If so, to what extent might these texts also influence children's creative output? To explore this, the children attended a weekly after‐school computer club during which they played on Internet games. During the course of the club sessions, each child was observed and interviewed about the experiences they had resulting from the gameplay. Through consideration of the children's play and opinions, the teacher researcher developed valuable insights into her students and their worlds to the benefit of her practice. 相似文献
12.
Janet Scull Andrea Nolan Bridie Raban 《International Journal of Early Years Education》2012,20(4):379-391
This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning. 相似文献
13.
Melanie Nind Rosie Flewitt Jane Payler 《British Journal of Sociology of Education》2010,31(6):653-670
This paper tells of the social experiences of three four‐year‐old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to explore the interactive spaces contained in settings with different cultures of inclusion. Using a multimodal approach to the data we show the nuanced ways in which the children enact their agency. We explore the relationships between agency, culture and structure, and argue that children with learning disabilities are active in making meaning within social and relational networks to which they contribute differently depending on the barriers to doing and being that each network presents. Thus, the paper provides an original use of the notion of distributed competence. 相似文献
14.
This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice. 相似文献
15.
For adolescents and adults with mild to moderate intellectual disabilities (or, in the UK, learning disabilities or learning difficulties), the achievement of successful engagement with, and construction of meaning from, texts necessitates the implementation and use of specifically designed and adapted teaching strategies and resources. The careful selection and application of appropriate resources is vital to allow learners with intellectual disabilities to engage and participate with texts in positive, enjoyable and meaningful ways. The challenge for teachers of adolescents and adults with intellectual disabilities is to overcome the limited availability of suitable literacy resources for these learners. In this article, Michelle Morgan, who teaches literacy at the University of Queensland, and Karen Moni, director of the secondary programmes in the School of Education at the University of Queensland, identify the literacy needs and reading practices of adolescents and adults with intellectual disabilities based upon findings from an action research investigation. They go on to explore ways in which teachers can meet the challenge of limited resources for these learners through the specific and deliberate adaptation and creation of suitable texts. 相似文献
16.
《British Journal of Educational Studies》2012,60(1):63-80
ABSTRACT The implications of the transdisciplinary spatial turn are attracting growing interest in a broad range of areas related to education. This paper draws on a methodology for interdisciplinary thinking in order to articulate a new theoretical configuration of place-related identity, and its implications for a research agenda. The new configuration is created through an analysis of place-related identities in narrative theory, texts and literacy processes. The emerging research agenda focuses on the ways children perceive and represent their place-related identities through reading and writing as inspired by and manifested in texts. 相似文献
17.
Alice Matthews 《Early Years: An International Journal of Research and Development》2013,33(3):239-251
Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a small-scale ethnographic study involving two young children identified with Down syndrome participating in early intervention programmes and whether and how their creative process was supported through their play and activities with parents and professionals. The ‘in-the-picture’ method used within this ethnographic study was developed from a listening to children paradigm. This article provides examples of the ways in which early intervention that recognises child agency can support children’s play and self-directing ‘little c’ of creativity. 相似文献
18.
In recent years, literacy educators have increasingly recognised the importance of addressing a broader range of texts in the classroom. This article raises some critical concerns about a particular approach to this issue that has been widely promoted in recent years – the concept of ‘multimodality’. Multimodality theory offers a broadly semiotic approach to analysing a range of communicative forms. It has been widely taken up by literacy educators, initially at an academic level, and has begun to find its way into policy documents, teacher education and professional development and classroom practice. This article presents some criticisms, both of the theory itself and of the ways in which it has been taken up within the wider context of curriculum change. It argues that, in its popular usage, multimodality theory is being appropriated in a way that merely reinforces a long‐standing distinction between print and ‘non‐print’ texts. This contributes in particular to a continuing neglect of the specificity of moving image media – media that are central to the learning and everyday life experiences of young children. Drawing on recent classroom‐based research, the article concludes by offering some brief indications of an alternative approach to these issues. 相似文献
19.
Liz Chesworth 《International Journal of Early Years Education》2016,24(3):294-308
Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children’s individual and collective funds of knowledge in order to better understand the complexities of play cultures. 相似文献
20.
Kari-Anne Jørgensen 《Ethnography and Education》2018,13(4):490-507
The focus of this article is children’s self-organisation of peer-groups through play. The play was initiated by encounters with the environment. The use of ethnographic methods in early childhood research has proved helpful to elucidate, interpret, and understand children’s experiences and the creation of meaning in their everyday lives. This inquiry draws on field notes, informal conversations with the children, and photos from a study of kindergarten children’s experiences of outdoor places and landscapes in Norway. Going out of doors together with the children regularly over a period of 10 months revealed aspects of how children’s interactions in play connect to their use of natural landscapes and its place in peer-group social organisation. The data are presented as ‘narrative maps’ and episodes written as ‘emplotted’ narratives. 相似文献