Journal of Early Childhood Literacy最新文献

{"title":"Engaging literacy learners in Conceptual PlayWorlds: Moving from developmentally and culturally appropriate to conceptually appropriate play practices","authors":"Janet Scull,Marilyn Fleer","doi":"10.1177/14687984261490219","DOIUrl":"https://doi.org/10.1177/14687984261490219","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"30 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173035","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}

{"title":"Wayfaring through and beyond the picturebook: An ethical overlaying approach to early years playful literacies","authors":"Elizabeth L. Nelson,Nicole Smith,Soumi Dey","doi":"10.1177/14687984261490371","DOIUrl":"https://doi.org/10.1177/14687984261490371","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"90 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152756","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}

{"title":"Resisting writing curriculum: Writer identity negotiations","authors":"Lindsey Moses,Danielle Rylak","doi":"10.1177/14687984261497805","DOIUrl":"https://doi.org/10.1177/14687984261497805","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"33 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152755","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}

{"title":"Fairy tales to fairer tales: Generative AI-supported critical multimodal literacy in pre-service preschool teacher education","authors":"Tolga Kargın,Dilek Altun,Zeynep Aydemir","doi":"10.1177/14687984261497078","DOIUrl":"https://doi.org/10.1177/14687984261497078","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"35 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152757","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}

{"title":"Playful literacies as kaleidoscopic redesign: Emergent bilinguals creating multilingual spaces in a monolingual classroom","authors":"Harini Rajagopal","doi":"10.1177/14687984261489924","DOIUrl":"https://doi.org/10.1177/14687984261489924","url":null,"abstract":"While early literacy debates often bifurcate “serious” academic work and “optional” play, this study argues that play is a vital equity issue, inextricably linked to the literacies and identities of racialized and marginalized young learners. As a social semiotic and liberating practice, play enables children to bypass existing constraints and reconfigure classroom experiences, offering alternatives to conventional monolingual, monocultural classrooms. This article engages the metaphor of kaleidoscopic redesign to notice how the children playfully shift and reconfigure realities and imaginaries for themselves. Assembling multiliteracies, translanguaging, and play/fulness, it also applies a raciolinguistic lens to resist dominant ideologies and increasingly narrow structured literacy approaches. Data were generated from informal conversations as segments from a year-long educational design research study in a Grade 2/3 Western Canadian classroom. Drawing on three multimodal, storied moments from emergent bilinguals Jay, Jordan, and Nicole, the study illustrates how the children resisted normative classroom discourses by including languages, songs, drawings, pop culture, and games as playful literacies. The paper demonstrates how they relationally and agentively harnessed play/fulness as a multiliterate tactic to subversively navigate their monolingual classrooms and compose culturally sustaining practices for themselves. In interpreting these storied moments, this work highlights how children kaleidoscopically redesign power, culture, space, materials, languages, literacies, identities, and relationships. By entangling joy with resistance, they subversively create <jats:italic toggle=\"yes\">spaces</jats:italic> for their languages and literacies within the monolingual <jats:italic toggle=\"yes\">place</jats:italic> of their classroom. These moments reveal a sophisticated language awareness, where children harness ‘textual toys’ to foster relationships, build literate identities, and access alternative worlds, emphasizing the culturally sustaining potential of playful literacies. This work highlights the need to notice what happens in classrooms’ margins and illuminates the creative, equitable, ethical, and humanizing aspects of play/ful literacies.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"2 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130309","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}

{"title":"Content-rich vocabulary instruction in mathematics for six-year-olds","authors":"Tarja Alatalo, Sari Vuorenpää, Annie-Maj Johansson","doi":"10.1177/14687984261495378","DOIUrl":"https://doi.org/10.1177/14687984261495378","url":null,"abstract":"Through this study, we aim to contribute to the discussion on the importance of systematically and deliberately implemented early vocabulary instruction in connection with subject teaching. The purpose was to develop knowledge regarding vocabulary instruction in mathematics during the Swedish preschool year, thereby advancing research on education for six-year-olds. The study examines whether—and if so, how—content-rich vocabulary instruction is implemented, based on a content analysis of video-recorded conversation-based mathematics lessons in 14 preschool-year settings. The findings indicate that the teaching of mathematical concepts, taken together, reflected content-rich literacy instruction. Teachers employed varied approaches—listening, leading, monitoring, responding, and guiding students’ thinking—and used child-friendly definitions and methods to introduce concepts, which are associated with content-rich vocabulary instruction and gains in vocabulary and comprehension. In light of the growing need to improve reading development among Swedish students—and a recent reform introducing formal schooling for six-year-olds—questions arise regarding the use of intentional and systematic instruction. Implications for planning and implementing systematic literacy instruction, as well as for teacher education and professional development, are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"167 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130312","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}

{"title":"Young children as cultural, spiritual and global beings: Counter narratives of early childhood literacies in culturally diverse homes in a northern English town","authors":"Abigail Hackett, Zanib Rasool","doi":"10.1177/14687984261495390","DOIUrl":"https://doi.org/10.1177/14687984261495390","url":null,"abstract":"This paper describes an ethnographic study of home literacy practices of families with children aged under 4 years in a northern English town. We critically engage with the tendency of dominant approaches to early childhood education in England to work from a Eurocentric, developmental and thus, often, deficit perspective. In response, our research seeks to explicitly recentre the value of culturally diverse home literacies and the ways of knowing that sit within communities and families by asking, <jats:italic toggle=\"yes\">what can we learn about culturally diverse early childhood literacies by starting with everyday life in communities?</jats:italic> Our findings stand as a counter story to the dominant figure of the young (emerging literate) child as individually autonomous, innocent and apolitical. In particular, we identify how home literacy practices produced and affirmed children as cultural, spiritual and global beings, deeply involved in the ongoing-ness of family life and global religious communities. The implications of our findings are that colonial narratives of childhood literacies as bracketed off from politics, religion and inequalities only serve to recentre whiteness of childhood (innocence) as well as erasing the heterogeneity of experiences of early childhood and parenting within communities in England.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"27 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130311","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}

{"title":"Playful literacies: Reimagining early childhood literacies","authors":"Kristiina Kumpulainen, Lisa Kervin","doi":"10.1177/14687984261496998","DOIUrl":"https://doi.org/10.1177/14687984261496998","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130313","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}

{"title":"Play is never neutral: Teacher- and child-perpetrated anti-black violence in play-based curricula and a search for hope and joy","authors":"Timothy Kinard","doi":"10.1177/14687984261489398","DOIUrl":"https://doi.org/10.1177/14687984261489398","url":null,"abstract":"Play-based curricula are often celebrated as child-centered and liberatory, yet this article argues that play is never neutral in a schooling system where anti-Blackness structures everyday life. Drawing on BlackCrit, Black PlayCrit theories and pro-Black pedagogies, I trace how teacher- and child-perpetrated anti-Black violence surfaces in constructive and sociodramatic play in a Texas public prekindergarten where university preservice teacher interns complete embedded field hours. In this setting—devoid of Black teachers and shaped by state-sanctioned, anti-critical political activism—our use of multicultural and pro-Black texts risks becoming a form of tokenism, producing more hazards than hopeful encounters. Through analysis of school encounters around play, I illustrate racist literacies in “play for all” assumptions and the joy that emerges when Black children author play-based literacy practices that are intern led. I also interrogate my role as a white teacher educator whose collaboration with the school is nascent and potentially a tokenistic violence. The article concludes that play-based curricula must be intentionally grounded in pro-Black, antiracist commitments—rather than laissez-faire play-based curricula harboring claims of neutrality—if early care and education classrooms have any hope of become sites of repair, and resistance.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093453","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}

{"title":"Making space for the maker literacies of reluctant writers","authors":"Jill A. Scott, Karen Wohlwend, Sharon Daley, Christina Jones","doi":"10.1177/14687984261489395","DOIUrl":"https://doi.org/10.1177/14687984261489395","url":null,"abstract":"This article analyzes playful making in a classroom makerspace that expanded a writing workshop into a maker literacies playshop, transforming reluctant writers into enthusiastic storytellers. Maker literacies create playful multimodal compositions through embodied action and material construction of story elements. M <jats:italic toggle=\"yes\">aking as storying</jats:italic> materializes in the purposeful play, multimodal decision-making, and material meanings produced through filmmaking, animation, and digital design. To this list, we add <jats:italic toggle=\"yes\">placemaking</jats:italic> that happens when players see the need to create and furnish physical places for characters to inhabit, and make costumes, props, and sets. Placemaking manages meanings and spatial relationships between characters and materials within the story (e.g., action within filmed sets) and between makers and production equipment outside the story (e.g., camera gaze). Jill’s multiyear study in a US 3rd grade classroom provided multimodal video data from a month-long filmmaking unit for nexus analysis. Close analysis of actions and artifacts during one focal child’s hands-on set construction looked within scenes and behind scenes at meaning-driven choices and multimodal skills in her use of space, materials, and cameras. Placemaking repositioned “reluctant writers” by spotlighting their technology and making expertise, moving them from the classroom margins to full participants and successful storymakers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"28 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123624","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}