Journal of Early Childhood Literacy最新文献_第3页

Preschool teachers’ perspectives on sharenting: A phenomenological inquiry 幼儿教师的育儿观：现象学探究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-08-21 DOI: 10.1177/14687984261479418

Beyza Şanal Güngör

引用次数: 0

Activating literacy skills with STEM video read-alouds: A pathway to meaning making 用STEM视频大声朗读激活识字技能：一条通往意义建构的途径

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-08-11 DOI: 10.1177/14687984261473751

Lauren M. Shea, Anna Jennerjohn, Alison Allen, Katie Hessen

引用次数: 0

Special Issue: Restorying expansive children’s literacies with/in an attention economy 特刊：在注意力经济中恢复膨胀儿童的识字能力

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-07-30 DOI: 10.1177/14687984261474681

Kim Lenters, Daniel Ferguson

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Beyond words: Teachers’ conceptual negotiation of multimodality and early literacy in Swedish preschool class 言语之外：瑞典学前班教师对多模态与早期读写能力的概念协商

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-06-23 DOI: 10.1177/14687984261464743

Oscar Björk, Sofia Hort, Daroon Yassin Falk

{"title":"Beyond words: Teachers’ conceptual negotiation of multimodality and early literacy in Swedish preschool class","authors":"Oscar Björk, Sofia Hort, Daroon Yassin Falk","doi":"10.1177/14687984261464743","DOIUrl":"https://doi.org/10.1177/14687984261464743","url":null,"abstract":"This article investigates how teachers in Swedish preschool class conceptualize and make sense of multimodality in relation to children’s early literacy learning. While multimodal perspectives have become increasingly influential in literacy research, emphasizing that meaning is made through multiple semiotic modes, such as image, gesture, movement, and material manipulation, less is known about how teachers themselves understand and value these modes in classroom practice. Drawing on a qualitative interpretative research design, the study is based on semi-structured interviews with sixteen preschool-class teachers across seven schools in Sweden. The analysis, guided by a social semiotic and social constructivist framework, identifies four interrelated themes: (1) multimodality as familiar yet conceptually elusive, (2) multimodality in practice: rich enactments and epistemic tensions, (3) modalities as tools, supports, and values, and (4) navigating constraints and possibilities. Findings reveal that while teachers’ everyday practices are deeply multimodal, integrating drawing, song, movement and digital media, their understandings of literacy remain predominantly anchored in an alphabetic and linguistic norm. Multimodality is enacted intuitively but seldom theorized, often positioned as instrumental support for writing rather than as an epistemic mode of knowing and meaning-making in its own right. The article argues that this conceptual gap underscores the need for a shared professional metalanguage for discussing multimodal literacy pedagogy. By foregrounding teachers’ lived negotiations of multimodality, the article contributes to a deeper understanding of the role of multimodal communication in, and current trajectories of, early literacy education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"74 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321840","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

How do children write Italian and Hebrew in infant school? A cross-linguistic study of similarities, differences, and transferences 孩子们在幼儿园是如何写意大利语和希伯来语的？对异同和移情的跨语言研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-05-19 DOI: 10.1177/14687984261447604

Clotilde Pontecorvo, Franca Rossi, Ana Sandbank, Ilaria Zazzera

{"title":"How do children write Italian and Hebrew in infant school? A cross-linguistic study of similarities, differences, and transferences","authors":"Clotilde Pontecorvo, Franca Rossi, Ana Sandbank, Ilaria Zazzera","doi":"10.1177/14687984261447604","DOIUrl":"https://doi.org/10.1177/14687984261447604","url":null,"abstract":"This paper presents an exploratory and qualitative study of children’s forms of writing Italian and Hebrew. Participants were Italian children learning the final year of infant school within the Jewish community in Italy. Interactions among children and teachers are in Italian as their first language, with some level of non-formal exposition and interaction with Hebrew as an additional language. No formal teaching in Italian or Hebrew reading and writing. Children were asked to write their names in both languages, some Italian words, and Hebrew well-known words. The qualitative analyses focus on ways of writing in both Italian and Hebrew among a subgroup of 10 children who wrote Italian according to some level of phonographic correspondences. Qualitative analyses showed that children differentiate between the two writing systems even before writing Hebrew with pertinent letters. Children wrote according to a similar phonographic correspondence in both languages, supporting the writing developmental path beyond differences in the writing systems. We found a transference of word analysis for writing from the Italian to the Hebrew writing system, even among children who wrote Hebrew with pertinent graphemes. The main feature that resisted such transference was the graphemic system. Asking young children to write additional languages seems to both reflect and promote metalinguistic activity regarding similarities and distinctions among writing systems. These findings are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286349","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

Daily storytelling routines in informal house schools: A feasibility study in Cloetesville, South Africa 非正式家庭学校的日常讲故事程序：南非克洛特斯维尔的可行性研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-05-11 DOI: 10.1177/14687984261449025

Lindall Elaine Adams, Marion Lucille Williams

{"title":"Daily storytelling routines in informal house schools: A feasibility study in Cloetesville, South Africa","authors":"Lindall Elaine Adams, Marion Lucille Williams","doi":"10.1177/14687984261449025","DOIUrl":"https://doi.org/10.1177/14687984261449025","url":null,"abstract":"Daily storytelling was introduced in four informal house schools in Cloetesville, Stellenbosch, South Africa, to examine how a simple storytelling routine could be incorporated into everyday childcare. These house schools operate in a neighbourhood where children have limited access to books, few opportunities to visit libraries, and where safety concerns often restrict movement beyond the immediate community. Within this context, house schools play an important role in early childcare, although access to literacy materials and structured reading practices remains limited. Early literacy research has given limited attention to how literacy practices emerge in such informal settings. A qualitative feasibility study was conducted in four house schools involving seventeen children aged 18 months to 5 years and four house-school owners. Afrikaans picture books were introduced, supported by on-site coaching in shared reading delivered by two community volunteers. Structured observations documented children’s attention, verbal responses, and participation during storytelling sessions, together with changes in carers’ reading practices over time. Across the four sites, storytelling became part of daily childcare. Children showed sustained attention to illustrations, anticipated familiar story events, and repeated phrases during free play. Carers incorporated pauses, questions, and shared attention to the text following coaching. Storytelling continued across all sites during the observation period, including periods when movement in the neighbourhood was restricted, indicating its potential to function as a stable literacy practice within local constraints.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286040","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

Teacher discourse and agentic generative writing in first grade 一年级教师话语与代理生成式写作

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-05-07 DOI: 10.1177/14687984261451101

Kara DeCoursey, Kathleen AJ Mohr

引用次数: 0

A multimodal content analysis of popular early childhood stories and read-alouds on YouTube 对YouTube上流行的幼儿故事和大声朗读的多模式内容分析

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-04-21 DOI: 10.1177/14687984261442422

Amanda Yoshiko Shimizu, Margaret F. Quinn

{"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}

引用次数: 0

What do Children Value in a K/1 Writing Workshop? 孩子们在K/1写作工作坊中看重什么？

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-04-17 DOI: 10.1177/14687984261444128

Sarah J. McCarthey

引用次数: 0

Becoming a preschool teacher: Developing beliefs about digital literacy seen through a democratic lens 成为一名学前班教师：从民主的角度发展关于数字素养的信念

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2026-03-17 DOI: 10.1177/14687984261435317

Ann-Britt Enochsson, Katarina Ribaeus

引用次数: 0