Journal of Early Childhood Literacy最新文献

Empowering agentic literacies: A case study on advocacy and activism in a preschool classroom 增强自主素养：学前教育课堂倡导与行动主义的个案研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-10-15 DOI: 10.1177/14687984251388516

Victoria Damjanovic, Stephanie Branson

{"title":"Empowering agentic literacies: A case study on advocacy and activism in a preschool classroom","authors":"Victoria Damjanovic, Stephanie Branson","doi":"10.1177/14687984251388516","DOIUrl":"https://doi.org/10.1177/14687984251388516","url":null,"abstract":"The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children’s literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children’s work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher’s journal. Visual analysis was used to investigate children’s work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children’s agentic literacy practices and how children’s wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ready, set, action! Preservice preschool teachers’ journey from preparation to implementation of literacy activities 准备，准备，开始！职前幼儿教师从准备到实施扫盲活动的历程

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-10-15 DOI: 10.1177/14687984251385361

Vahide Yigit-Gencten, Rabia Ozen Uyar

引用次数: 0

Fostering creative confidence and multimodal literacy in practice at the Children’s Creativity Museum 在儿童创意博物馆培养创意自信和多模式读写能力

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-10-08 DOI: 10.1177/14687984251382045

Olivia Cornfield, Bertha Rodriquez Vazquez, Kelsey Holtaway

{"title":"Fostering creative confidence and multimodal literacy in practice at the Children’s Creativity Museum","authors":"Olivia Cornfield, Bertha Rodriquez Vazquez, Kelsey Holtaway","doi":"10.1177/14687984251382045","DOIUrl":"https://doi.org/10.1177/14687984251382045","url":null,"abstract":"This manuscript examines how the Children’s Creativity Museum (CCM) in San Francisco supports the development of multimodal literacy and creative confidence through the Build the Change exhibit. Multimodal literacy emphasizes children’s ability to communicate across visual, spatial, tactile, oral, and digital modes, while creative confidence reflects dispositions of risk-taking, persistence, and valuing one’s ideas. The manuscript uses a vignette-based qualitative design to analyze children’s engagement during self-directed drop-in visits and structured field trips (N = 709 students across 30 visits). Data sources included archival artifacts, participation records, and educator interviews. Four illustrative vignettes show how CCM’s open-ended environment fosters multimodal expression and creative confidence through hands-on building, collaborative design, sustained focus, and cross-exhibit integration. Findings suggest that children’s museums uniquely support meaning-making and creative risk-taking by combining engaging spaces, manipulable materials, open-ended facilitation, and autonomy in movement and choice. Within its defined scope, this manuscript contributes to scholarship on how informal learning environments cultivate the skills and dispositions children need to navigate and shape their futures.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"56 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immersive planetarium and science center experiences as catalysts for literacy learning 身临其境的天文馆和科学中心体验作为识字学习的催化剂

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-30 DOI: 10.1177/14687984251384396

Jill Castek, Shiloe Fontes

引用次数: 0

Cartographies of voice: Children’s multimodal literacies, agency, and identity in public pedagogy 声音的制图：公共教育学中儿童的多模态读写能力、能动性和身份

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-24 DOI: 10.1177/14687984251380969

Anne Burke, Benjamin Boison

{"title":"Cartographies of voice: Children’s multimodal literacies, agency, and identity in public pedagogy","authors":"Anne Burke, Benjamin Boison","doi":"10.1177/14687984251380969","DOIUrl":"https://doi.org/10.1177/14687984251380969","url":null,"abstract":"This study explores how mapmaking, as an arts-based and culturally responsive pedagogical practice, supports young children’s voice, agency, and identity construction within classroom and public gallery contexts. We focus on 22 children (ages 6–7) in the early years of primary school, situated within the early childhood education life phase, whose multimodal mapping activities culminated in a curated exhibition at The Rooms —Newfoundland and Labrador’s provincial art gallery. Data included video transcripts of children’s narrative map sharing, teacher interviews, and field observations. Using reflexive thematic analysis informed by sociomaterial and multimodal literacy frameworks, we found that children’s maps functioned as cultural texts, expressing personal geographies through images, spatial arrangement, gesture and narration. Public exhibition recontextualized these artifacts as civic texts, validating children’s knowledge and affirming cultural identities—particularly for newcomer families. This study contributes to early childhood literacies and public pedagogy scholarship, illustrating how gallery curation can foster cultural affirmation, relational pedagogy, and civic participation within early education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145127680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Looking more closely at the Children’s Technology Play Space: Bringing space, bodies, materials and knowing together through investigation with microscopes 近距离观察儿童科技游戏空间：通过显微镜的观察，将空间、身体、材料和知识结合在一起

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-22 DOI: 10.1177/14687984251380651

Lisa Kervin, Jessica Mantei, Maria Clara Selina Rivera, Lois Peach

{"title":"Looking more closely at the Children’s Technology Play Space: Bringing space, bodies, materials and knowing together through investigation with microscopes","authors":"Lisa Kervin, Jessica Mantei, Maria Clara Selina Rivera, Lois Peach","doi":"10.1177/14687984251380651","DOIUrl":"https://doi.org/10.1177/14687984251380651","url":null,"abstract":"This paper shares an account of our wonderings, happenings, and learnings emerging from encounters between children, iPads, digital microscopes and found natural materials (and bugs!) in a series of workshops at a children’s museum. Our intention is to build on and disrupt established theories about children’s museums by thinking differently and creatively about new ways of seeing, knowing, and understanding children’s literate practices in these spaces. We have written before about children’s interactions as social practices where material (human and non-human), discursive, and spatial resources come together through physical and virtual interactions. Building on that work, we consider the complex interplay between the emerging identity of the place, the children’s engagement with the experiences, and the connections the children made through their play. The playgroups at this children’s museum have offered us new perspectives on and learnings about young children’s literate practices through digital experiences and the unique opportunities for playing, learning and connecting with technologies.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"17 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145116356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Theorizing the Children’s Museum: CHAT, literacies, and the family-centered children’s museum 儿童博物馆的理论化：CHAT、识字和以家庭为中心的儿童博物馆

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-18 DOI: 10.1177/14687984251380967

Tarah Connolly

引用次数: 0

Curating childhood—literacy, play, and meaning-making in museum spaces 在博物馆空间中策划儿童识字，游戏和意义创造

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-16 DOI: 10.1177/14687984251381502

Lisa Kervin, Lois Peach, Nicola Wallis, Jill Castek

引用次数: 0

Literacies of Indigeneity at the Children’s science museum: Playing with pixels 儿童科学博物馆的土著文化：玩像素

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-16 DOI: 10.1177/14687984251381457

Jaye Johnson Thiel

引用次数: 0

Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition 探索儿童在博物馆展览中与数字艺术品互动时的意义创造

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-09-15 DOI: 10.1177/14687984251380090

Louise Paatsch, Celine Chu, Chris Zomer, Sharon Horwood, Maria Nicholas, Jacquelyn Harverson, Martin Thomson, Courtney Mogensen, Marcus Horwood, Christine Evely

{"title":"Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition","authors":"Louise Paatsch, Celine Chu, Chris Zomer, Sharon Horwood, Maria Nicholas, Jacquelyn Harverson, Martin Thomson, Courtney Mogensen, Marcus Horwood, Christine Evely","doi":"10.1177/14687984251380090","DOIUrl":"https://doi.org/10.1177/14687984251380090","url":null,"abstract":"Many museums have begun to integrate digital technologies as a way of providing opportunities for children to play, explore, and make meaning of artworks. However, little is known about the specific ways children interact with digital artworks in museum spaces. This paper presents findings from a study that explored young children’s interactions with digital artworks at the Beings by Universal Everything exhibition, held at ACMI (formerly known as the Australian Centre for the Moving Image) in Melbourne, Victoria. Data was collected from 22 Years one and two children, aged 6–8 years, from a primary school located in regional Victoria. Qualitative data were generated from video recordings of children’s verbal and non-verbal interactions as they engaged with the digital artworks, researcher observations, and focus groups with the children after the exhibition. Transcripts of children's interactions were deductively coded for pretend play abilities and play elements. Three main themes were identified in relation to the contexts in which the children interacted with the artworks: (1) as individuals, (2) with their peers about the artwork, and (3) as characters within the artwork. Findings showed the different play elements and pretend play abilities evident as the children interacted with the selected artworks. The findings highlight the unique ways to observe, document and analyse children’s interactions and meaning making as they participate in museum spaces, and adds insights into the growing body of research around the affordances of digital museum spaces in fostering children’s learning through play, particularly pretend play.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0