Journal of Early Childhood Literacy最新文献

{"title":"A multimodal content analysis of popular early childhood stories and read-alouds on YouTube","authors":"Amanda Yoshiko Shimizu, Margaret F. Quinn","doi":"10.1177/14687984261442422","DOIUrl":"https://doi.org/10.1177/14687984261442422","url":null,"abstract":"Read-alouds and educational television have well-documented benefits for early childhood literacy learning. Meanwhile, media platforms like YouTube are becoming a growing force in the lives of children. Yet, little is known about the content and educational affordances and constraints of YouTube content design for young learners, such as read-alouds. Drawing on frameworks from emergent digital literacy and multimodality, this study presents a content analysis of the 50 most-viewed YouTube videos found when searching for “preschool read-alouds.” Here, we examine their video features (e.g., reader presence, text/page display, visual/sound effects), story features (e.g., genre, character types, instructional focus), and instructional strategies used before, during, and after the reading (e.g., asking a question, modeling a think aloud, giving a next step). The findings indicate that while many videos used multimodal elements to enhance the story delivery (e.g., sound effects and animated text), few incorporated features known to promote deeper comprehension, such as contextualized questioning, vocabulary support, or interactive prompts. These findings have implications for early childhood educators, caregivers, and content creators, highlighting the need for more intentional design of digital read-alouds that align with early literacy development goals, as well as the important role of adult mediation of YouTube content for children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147725662","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":"What do Children Value in a K/1 Writing Workshop?","authors":"Sarah J. McCarthey","doi":"10.1177/14687984261444128","DOIUrl":"https://doi.org/10.1177/14687984261444128","url":null,"abstract":"Writing workshop models, historically grounded in expressivist views of writing, emphasize student agency by encouraging choice of topics, genres, and audiences. At the same time, workshops have been critiqued for privileging personal narratives, overlooking popular culture, and reproducing dominant cultural norms. Drawing on a communities of practice framework, this qualitative case study examined what children value in a K/1 writing workshop. Data sources included classroom observations, student focus groups, interviews, and analyses of student texts collected across two spring semesters in a university-affiliated laboratory school. Findings show that students valued a wide range of topics and genres, appreciated multimodality and humor, and frequently wrote with and for peers. These practices reflected a classroom community characterized by collaboration, shared routines, and opportunities for student agency. The study highlights how young writers negotiate purpose and audience within social writing practices and raises questions about how and when explicit instruction about genre and audience might be introduced in early writing instruction.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"5 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708630","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":"Becoming a preschool teacher: Developing beliefs about digital literacy seen through a democratic lens","authors":"Ann-Britt Enochsson, Katarina Ribaeus","doi":"10.1177/14687984261435317","DOIUrl":"https://doi.org/10.1177/14687984261435317","url":null,"abstract":"The aim of this study was to explore how students’ and newly graduated preschool teachers’ beliefs about digital literacy in preschool develop, as well as the extent to which they see this as part of their mission from a democratic perspective. This longitudinal study followed a group of participants as students during their teacher education and 3 years as graduated teachers. Data consisted mainly of transcribed discussions and was analysed out from a theoretical understanding of teacher agency. The results revealed an initial scepticism regarding the use of digital tools in preschool; however, the participants’ attitudes changed during the preschool teacher programme, as they began to see a learning potential of digital tools. Three years after graduation, digitalisation was a given part of their work – including a democratic perspective. This article shows how education matters, and that it takes time for the preschool-teachers to develop their beliefs.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"190 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470972","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":"The role of read-alouds in preschoolers’ understanding of bullying","authors":"Rabia Ozen-Uyar, Vahide Yigit-Gencten","doi":"10.1177/14687984261435316","DOIUrl":"https://doi.org/10.1177/14687984261435316","url":null,"abstract":"Bullying in preschool settings is a critical issue with long-term developmental implications, yet early intervention strategies remain underexplored. This study investigates the role of interactive read-aloud sessions featuring bullying-themed picture books in shaping preschoolers’ understanding of bullying and developing coping strategies. The study was conducted in four preschool classrooms in southern Türkiye. A total of 71 children (aged between 52 and 72 months) participated, with 38 in the read-aloud group and 33 in the non-read-aloud group. Over 5 weeks, children in the read-aloud group participated in weekly teacher-guided read-aloud sessions. Data were collected through audio-recorded classroom sessions and child interviews. The interpretation of the findings was guided by a sociocultural perspective informed by Vygotskian theory and by critical discourse analysis. Thematic analysis was employed to identify patterns in children’s conceptualizations and responses to bullying, while critical discourse analysis explored how teacher-child dialogue and interactional practices shaped these understandings. Children in the read-aloud group demonstrated a more nuanced understanding of bullying, identifying 54 distinct bullying behaviors compared to 30 in the control group. They were also more likely to describe bullying as morally wrong and reported a wider range of coping strategies. Teacher discourse played a key role in scaffolding children’s social understanding, supporting moral reasoning, and promoting emotional resilience. Notably, children in the read-aloud group showed increased awareness of relational bullying and indirect aggression. Interactive read-alouds can be an effective tool in early childhood education to enhance bullying awareness, support emotional understanding, and build coping skills. Teacher facilitation is essential in guiding reflection, fostering empathy, and framing bullying as a social and moral issue. These findings highlight the potential of literature-based interventions as proactive bullying prevention strategies in preschool settings.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147454674","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":"Children’s digital experiences: A scoping review of social interactions in family settings","authors":"Kate L. Lewis, Irina Verenikina, Steven J. Howard, Lisa K. Kervin","doi":"10.1177/14687984261427140","DOIUrl":"https://doi.org/10.1177/14687984261427140","url":null,"abstract":"There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews and consolidates the literature on young children aged birth to 8 years, and their social interactions with family members during shared use of digital technologies. It considers the types and features of interactions studied across the various contexts of children’s digital use and draws on this evidence to provide a forward-looking research agenda. Comprehensive searches of 4 electronic databases (SCOPUS, ERIC, PsycInfo, Web of Science) using terms focused on the child, other person/s, the social interaction, and the digital element were conducted for the years 2015 to 2023. This yielded 46 studies reporting on young children’s social interactions during shared digital experiences in family contexts. Synthesis of the findings were organised and discussed according to each study’s characterisation of interactions, including attributes of oral language, communication support of children’s understanding, social interactions and connections, and familial negotiations. These themes were explored to highlight patterns and trends in the literature. Across the studies, findings point to a complex and dynamic relationship between children, their parents, and digital technologies within the home context and family dynamics – highlighting the critical role of various child, adult, and digital factors (e.g., child age, parent digital literacies, app design) in shaping the interaction. Understanding how these factors influence children’s social interactions during digital experiences is crucial for developing effective guidance and support for families.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"80 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393366","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":"“He’s an author like us”: Cultivating agency and writing identities in early childhood classrooms","authors":"Erica Holyoke, Susan Tily","doi":"10.1177/14687984261428294","DOIUrl":"https://doi.org/10.1177/14687984261428294","url":null,"abstract":"This study advocates for writing instruction that recognizes young children as authors in their composing practices while simultaneously building, deepening, and honing their skills as writers, ranging from authors’ craft and genre-based moves, aligning tone and message for intended audiences, to spelling and transcription. Drawing on theories of writing as praxis and Transformative Activist Stance, this study examines how two early childhood teachers fostered supportive writing communities where children made intentional authorial choices while developing essential writing skills. Findings demonstrate young children are capable of being leaders through writing and making complex decisions about their craft, audience, purpose, and genre, while engaging in collaborative, transformative practices in a writing community. This study has implications for reimagining early childhood writing instruction, emphasizing the need for authentic writing honoring children’s voices and fostering individual and collective transformation.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"52 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146210182","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":"At the cultural interface: Colonial ideas in Zambia's contemporary early literacy policies","authors":"Linda Banti Hamoonga","doi":"10.1177/14687984261419607","DOIUrl":"https://doi.org/10.1177/14687984261419607","url":null,"abstract":"Using the concept of the Cultural Interface (CI), this study investigated the continuity of colonial ideas in contemporary early literacy policies. The data sources consisted of semi-structured interview scripts and key documents presenting Zambia’s, the United States Agency for International Development’s (USAID) and World Bank’s early literacy policy ideas. These sources were analysed using the Thought Ritual process. The analysis reveals a continuity of colonial ideas, particularly the notion that Indigenous people lack a knowledge system to foster Western civilisation or economic development. To justify colonial ideas, Indigenous Knowledge Systems (IKS) were framed as primitive, even though the term ‘poverty’ is used in the contemporary era. During the colonial era, civilisation was to be fostered through adapted education and mass literacy. After the colonial era, this foundation was mainly used for self-determination—to control and continue developing Western institutions after the departure of the British Empire. This manifests in simplified early literacy policies geared towards poverty reduction through gender equality, health and a heavy emphasis on the technical ability to read Indigenous languages, while sidelining the broader integration of IKS. This paper provides new insights into coloniality by highlighting the subtle but persistent ways colonial ideas are embedded in contemporary early literacy policies and their effects on IKS in Zambia.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"76 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146210183","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":"Book review: Local literacies in early childhood: Inequalities in place, policy and pedagogy SmithHelen Victoria, Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy, Routledge: Oxfordshire, England, UK, 2022; 174 pp.: ISBN 9781032072128.","authors":"Nektarios Stellakis","doi":"10.1177/14687984251413781","DOIUrl":"https://doi.org/10.1177/14687984251413781","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146122059","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":"More moments to move: Incorporating creative movement dance into read-alouds","authors":"Joy Dangora Erickson, Molly Tupper, Maria Genest","doi":"10.1177/14687984251412194","DOIUrl":"https://doi.org/10.1177/14687984251412194","url":null,"abstract":"What if early reading instruction was more like dance class? This article shares findings from a study of young children’s and adults’ perceptions of embodied read-alouds. Embodied read-alouds are a form of interactive read-aloud that intentionally incorporates creative movement dance. The qualitative case study described here evolved from young children’s comments suggesting school read-alouds should be more like the ones they experienced at their dance studio. Specifically, the embodied read-aloud approach executed by one dance teacher (second author) is analyzed and synthesized, and key elements are identified and discussed in relation to empirical research and Embodied Cognition Theory. Findings suggest creative movement dance may complement more traditional approaches to reading aloud and young children can recognize some of the research-supported benefits of integrating opportunities for movement into read-alouds. The article also offers tips for bridging the gap between incorporating movement into reading instruction in the dance studio and general classroom.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021881","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":"Ecological systems connected to non-English language picture books for children under 5 years: Insights from a public library system","authors":"Janet Y. Bang, Chulwoo Park, Melissa Sorto, Francisca Sanchez","doi":"10.1177/14687984251412231","DOIUrl":"https://doi.org/10.1177/14687984251412231","url":null,"abstract":"Finding books that reflect linguistic and cultural backgrounds that align with families’ home language(s) can be a meaningful way to support children’s early language and literacy development. In the United States, where English is the dominant societal language, one common recommendation to help families find books in non-English language(s) is to turn to public libraries. In light of this suggestion, what do library staff see in everyday practice when supporting families seek linguistically-diverse books? We used both quantitative and qualitative approaches to analyze survey responses of 70 library staff across 25 library branches in a linguistically-diverse urban U.S. setting. Library staff shared their perspectives when supporting families who seek books (e.g., concept books, floppy books, board books, and picture books) in non-English languages for children under 5 years. We drew on principles of directed content analysis and summative analysis to code participants’ open-ended responses regarding families’ awareness of and barriers to non-English children’s books, mapping coding categories to Bronfenbrenner’s Bioecological Model. We illustrated a complex network underlying access to linguistically-diverse children’s books in library settings, which highlighted the roles of families, library staff, the library system, community attitudes and ideologies, and changes over time. Library staff noted numerous resources available, as well as resources needed, to continue supporting families who seek non-English language children's books. Finally, we identified considerations of library staff when selecting books for children under 5 years, which highlighted the triadic alignment of the book, the child, and adult involvement to support early book sharing interactions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"25 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893933","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}