Contemporary Models of Communicative Practice: Shaky Foundations in the Foundation Stage? |
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| Authors: | Jackie Marsh |
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| Institution: | Lecturer in Education, University of Sheffield |
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| Abstract: | This article outlines a four‐year‐old child's multi‐modal encounters with texts and analyses one of those encounters in the light of a framework for the analysis of such events. It is argued that this analysis leads to the conclusion that the experiences with texts that permeate young children's lives are complex in nature and that this complexity is not sufficiently addressed in relevant curriculum frameworks. Further, it is suggested that young children's encounters with televisual texts need to be identified as emergent techno‐literacy practices which should be supported and extended in ways which correlate to the strategies used with regard to print‐based texts. |
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| Keywords: | Foundation Stage multi-modality techno-literacy televisual texts |
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