Journal of Early Childhood Literacy最新文献

{"title":"Ready, set, action! Preservice preschool teachers’ journey from preparation to implementation of literacy activities","authors":"Vahide Yigit-Gencten, Rabia Ozen Uyar","doi":"10.1177/14687984251385361","DOIUrl":"https://doi.org/10.1177/14687984251385361","url":null,"abstract":"This qualitative case study explores preservice teachers’ perceptions of readiness, instructional strategies, and implementation of early literacy activities. Data were collected through a short-form, open-ended questionnaire, lesson plans, and classroom observation notes during a 12-week internship program. Using Saldana’s (2013) open coding framework, we employed descriptive, thematic, and cross-case analyses to provide a comprehensive understanding. Findings revealed that PSTs perceived themselves as moderately confident and prepared to teach literacy; their instructional aims reflected a preference for oral communication-based and play-based methods, and classroom practice showed a tendency to structured literacy activities and several barriers to implementation.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"77 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311027","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":"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}

{"title":"Immersive planetarium and science center experiences as catalysts for literacy learning","authors":"Jill Castek, Shiloe Fontes","doi":"10.1177/14687984251384396","DOIUrl":"https://doi.org/10.1177/14687984251384396","url":null,"abstract":"This article explores immersive learning experiences for young learners in a planetarium setting. These experiences open new learning possibilities and ignite children’s inquiry and imagination. The authors describe a naturalistic observational study that examines two immersive planetarium programs for young children. Data was collected as observational reflections that captured children’s interactions and questions. By analyzing reflections alongside our observations, insights were revealed about expansive literacy process associated with immersive learning. Implications surface the benefits and drawbacks of immersive learning experiences in planetariums and offer design considerations museum for programming specifically aimed at young children in all ages museums and science centers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"97 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145188463","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":"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 <jats:italic>The Rooms</jats:italic> —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}

{"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}

{"title":"Theorizing the Children’s Museum: CHAT, literacies, and the family-centered children’s museum","authors":"Tarah Connolly","doi":"10.1177/14687984251380967","DOIUrl":"https://doi.org/10.1177/14687984251380967","url":null,"abstract":"Children’s museums are delightful, whimsical, and joyful places, but they are undertheorized. This limits our capacity to fully leverage children’s museums as spaces for expansive visions of literacy learning. It also limits our examination of the potential harms enacted by children’s museums. To theorize the children’s museum, I take Ash’s framework for reculturing museums as a starting point. Using Cultural Historical Activity Theory (CHAT) plus critiques of neoliberalism and deficit logics, I argue that children’s museums are complex activity systems that aim to negotiate the literacy-related objectives of families, schools, and other sites of learning. Neoliberal ideologies and deficit logics inform these negotiations. I analyze two contradictions: (1) between the mediational means of play and the objective of learning, and (2) between the rules/norms of children’s museums and the diverse communities they serve. To close, I reflect on potential pathways for reculturing children’s museums toward more justice-oriented practices.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145084273","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":"Curating childhood—literacy, play, and meaning-making in museum spaces","authors":"Lisa Kervin, Lois Peach, Nicola Wallis, Jill Castek","doi":"10.1177/14687984251381502","DOIUrl":"https://doi.org/10.1177/14687984251381502","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"53 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072763","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":"Literacies of Indigeneity at the Children’s science museum: Playing with pixels","authors":"Jaye Johnson Thiel","doi":"10.1177/14687984251381457","DOIUrl":"https://doi.org/10.1177/14687984251381457","url":null,"abstract":"Using a feminist-new materialist lens, this paper attends to child-digital interactions in fostering Indigenous literacies, by focusing on the <jats:italic>Quantum Sandbox</jats:italic> exhibit in the Digital Immersion Lab at a Canadian children’s science museum. Analytically, this paper explores how a digital exhibit ( <jats:italic>Quantum Sandbox</jats:italic> ) creates a space for young learners to engage with both quantum science concepts and Indigenous worldviews through a combination of digital technologies, storytelling, and interactive play, emphasizing the entanglements of human and nonhuman agents in the co-creation of knowledge.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"105 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072764","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":"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 <jats:italic>Beings by Universal Everything</jats:italic> 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}

{"title":"Beyond museum walls: A transmedia approach to fostering multimodal literacy and STEM engagement in Science Discovery Children’s Museums","authors":"Simon Daniele, Karen Murcia, John Chappell","doi":"10.1177/14687984251379603","DOIUrl":"https://doi.org/10.1177/14687984251379603","url":null,"abstract":"As digital transformation reshapes early childhood education, Science Discovery Children’s Museums (SDCMs) emerge as uniquely positioned spaces to foster rich, multimodal learning environments that extend early literacy learning beyond the museum walls through family engagement. This paper presents a case study of an 8-week transmedia program co-designed with an Australian SDCM to foster young children’s multimodal literacy development through STEM-based family interactions across physical and digital contexts. The entry-level transmedia approach layered curated digital content and home-based activities onto an existing STEM exhibition, combining online activities, hands-on problem-solving, and museum visits. A total of 76 families, including 85 children aged five to nine, participated. Data sources included individual semi-structured interviews with 20 children and 16 adults from 15 families, along with 12 SDCM staff involved in program development and implementation, as well as digital platform analytics and social media interactions. Four narrative vignettes illustrate outcomes. Through analysis, themes were constructed to illustrate how children applied literacy practices across modalities such as gesture, image, text, speech, and material exploration, supported by parental scaffolding and collaborative reflection. The program fostered multimodal literacy development, intergenerational learning, and sustained engagement through STEM contexts. Framed within a multimodal view of literacy, computational thinking was conceptualised as a literacy practice involving the purposeful use of symbolic systems to make meaning, solve problems, communicate ideas, and construct knowledge. Children demonstrated computational thinking as a literacy practice through decomposition, pattern recognition, and algorithmic reasoning while developing scientific identities through playful inquiry. Parents became co-learners, creating reciprocal exchanges that strengthened family connections. Findings position SDCMs as transformative early childhood literacy learning environments and offer practical strategies for equitable, accessible digital engagement. This study contributes to understanding literacy as a socially situated, multimodal practice and provides a replicable, resource-efficient approach for cultural institutions seeking to extend multimodal literacy learning beyond physical boundaries.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"74 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072770","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}