Journal of Early Childhood Literacy最新文献_第5页

Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class 这么小的符号写在一张纸上。在多语种学前班学习语言和读写能力

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-05-11 DOI: 10.1177/14687984231175341

H. Laursen, L. M. Daugaard

{"title":"Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class","authors":"H. Laursen, L. M. Daugaard","doi":"10.1177/14687984231175341","DOIUrl":"https://doi.org/10.1177/14687984231175341","url":null,"abstract":"Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn a king and asked their parents to write the word ‘king’ in the languages spoken at home. In this article, we ask how such small signs on a piece of paper can have such a big appeal to children and pave the way for a lot of metalanguaging. Our analysis points to a need for an expansion of a common gaze at the sign that goes beyond its communicative and referential meaning and directs attention to its aesthetic and subjective appeal as well as its intersubjective potential. Such a perspective pushes us to deepen our understanding of early literacy, acknowledging children’s affective and reflective paths leading to literacy. It also prompts us to broaden the scope of ‘the metalinguistic’ to embrace the ways it is shaped in interaction and contributes to shared experiences and involvements.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114268","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: 1

‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not “但龙并不存在，是吗？”：学龄前儿童决定图画书是否为非小说的重点

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-04-20 DOI: 10.1177/14687984231161115

Anna Backman

{"title":"‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not","authors":"Anna Backman","doi":"10.1177/14687984231161115","DOIUrl":"https://doi.org/10.1177/14687984231161115","url":null,"abstract":"Preschoolers are offered few opportunities to become acquainted with non-fiction books, and when they are given the possibility to read non-fiction picturebooks, these are often fictionalised in one way or another. The fictionalisation of children’s non-fiction blurs the boundaries between fiction and non-fiction picturebooks. This could mean that children’s early opportunities to experience how different kinds of books, pictures and texts can be used and produced for different purposes are also blurred. Against this background, reading activities are designed in this study in which a group of five-year-olds is introduced to fiction and non-fiction picturebooks side by side. The study aims to contribute to an understanding of how children distinguish and experience different kinds of picturebooks when they are introduced to differences between them, and answers the research question: What is in focus when preschoolers determine whether a picturebook is a non-fiction or not? The analysis shows that the depiction (whether the picturebook depicts imaginary constructs or established knowledge) is in focus when preschoolers make this determination . This gives the children in the reading activities the opportunity to experience different kinds of picturebooks, but also to question whether non-fiction picturebooks depicting imaginary constructed (‘made up’) things, characters and events are non-fiction and to evaluate the reliability of such fictionalised non-fiction picturebooks.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44263777","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: 1

The meaning-making in kindergarten children’s visual narrative compositions 幼儿园儿童视觉叙事作品的意义建构

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-07 DOI: 10.1177/14687984231161114

Sylvia Pantaleo

{"title":"The meaning-making in kindergarten children’s visual narrative compositions","authors":"Sylvia Pantaleo","doi":"10.1177/14687984231161114","DOIUrl":"https://doi.org/10.1177/14687984231161114","url":null,"abstract":"During a 10-week classroom-based study in a school in western Canada, 17 Kindergarten children had multiple opportunities to learn about how elements of visual art, design and layout in picturebook artwork are fundamental to meaning-making when transacting with this format of literature. Student application of learning about the concepts under study was explored when the children viewed and discussed wordless or almost wordless picturebooks, and when they created their own artwork or visual compositions. Findings from the content analysis of the Kindergarten children’s visual narrative compositions and individual interviews revealed their understanding of how colour, point of view, framing, line to show action, line to show emotion and implied line can be used purposefully by sign-makers to represent particular meanings. Furthermore, application of Halliday’s metafunctions conceptual framework to analyze three focus students’ visual narrative compositions revealed how their semiotic work concomitantly realized the ideational, interpersonal and textual metafunctions. Consistent with the tenets of social semiotics and sociocultural theory, the descriptions of the instructional procedures and student activities convey how the practices in the classroom shaped the students’ visual narrative compositions. The findings enrich understanding of how young children’s knowledge of various semiotic resources can enhance their understanding and interpretations of the kinds of communicative functions realized or fulfilled by various meaning-making resources, and can inform the design of their visual compositions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43838325","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: 2

Creating books and sustaining Indigenous languages with two Atayal communities 与两个泰雅族社区一起创作书籍并维持土著语言

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-02 DOI: 10.1177/14687984231161116

Ching-Ting Hsin, Catherine Compton-Lilly, Ming-Fang Hsieh, Di Tam Luu

引用次数: 0

Children's spaces in pages: Examining spatiality in COVID-19-themed children's books. 页面中的儿童空间：审视新冠肺炎儿童书籍中的空间性

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 Epub Date: 2022-12-19 DOI: 10.1177/14687984221118981

Aireen Grace Andal

{"title":"Children's spaces in pages: Examining spatiality in COVID-19-themed children's books.","authors":"Aireen Grace Andal","doi":"10.1177/14687984221118981","DOIUrl":"10.1177/14687984221118981","url":null,"abstract":"This article examines spatiality in selected children's books about COVID-19. Spatiality is an important lens because the coronavirus pandemic is a crisis related to distancing and mobility restrictions-spatial matters. Benedict Anderson's notion of imagined communities was adopted as a framework to how children's books present community belongingness within the spatial restrictions imposed during the first wave of the COVID-19 pandemic. In a content analysis of pandemic-related children's books published in early 2020 (n = 51), this paper explores the sense of community in three everyday spaces: 'inside' (home), 'outside' (outdoors), and 'in-betweens' (windows and digital space). Findings reveal a two-fold observation: (1) children's books show how the 'normal' in everyday space is disrupted; and (2) layers of imagined communities manifest within the everyday spaces depicted in the books examined. These findings offer insights that while children's literature and geography are different disciplines, there is much to be explored about spaces in children's lives from writers and illustrators of children's books. Likewise, a geographical lens can substantiate discussions in children's literature by unpacking relationships of characters based on the spaces they occupy. With these in mind, it is hoped that conversations about spatial discourses in children's books flourish from this initial exploration.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"73-101"},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9780566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47850778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Family learning and working in lockdown: Navigating crippling fear and euphoric joy to support children's literacy. 在封锁中的家庭学习和工作：克服极度恐惧和愉悦的快乐，支持儿童识字

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 Epub Date: 2022-10-02 DOI: 10.1177/14687984221122850

Lorna Arnott, Laura Teichert

引用次数: 0

Children's digital play as collective family resilience in the face of the pandemic. 儿童的数字游戏是面对大流行病的集体家庭复原力

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 Epub Date: 2023-02-28 DOI: 10.1177/14687984221124179

Anne Burke, Kristiina Kumpulainen, Caighlan Smith

{"title":"Children's digital play as collective family resilience in the face of the pandemic.","authors":"Anne Burke, Kristiina Kumpulainen, Caighlan Smith","doi":"10.1177/14687984221124179","DOIUrl":"10.1177/14687984221124179","url":null,"abstract":"In this article we explore how digital play as conducted through various social media and online meeting platforms facilitated resiliency and confidence building in children during the COVID-19 pandemic. Using day-in-the-life methodology and narrative inquiry, we disseminate and examine observations collected on children aged 2-10 during lockdown in a Newfoundland neighbourhood. Children utilized platforms such as TikTok, YouTube, and Zoom to embrace their agentic digital play in ways that repurposed the platforms to fulfil life milestones and social needs otherwise impacted and disrupted by pandemic restrictions. Through a series of vignettes and interviews, our research not only examines how such digital play benefits children and their healthy development, but how parents reacted to and assisted with their children's agentic digital platform manipulation and how this provided positive benefits and enriching experiences to the entire family. We additionally explore the conflicts and tensions both children and parents encountered in securely implementing free play via digital platforms, including fears of excess screen-time, digital dependency, and online threats, all of which risk limiting children's ability to independently explore their creativity and identities through digital play if not handled sensitively. Despite the hurdles to implementing digital play, this study exposes why it is essential for families to navigate this online terrain; this study ultimately poses that digital play and online platforms not only were beneficial to maintaining and building family resilience during the pandemic but will be vital assets in sustaining resiliency and positive mindsets moving forward with pandemic recovery.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"8-34"},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9978233/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41361682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lockdown literacies 锁定文字

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-03-01 DOI: 10.1177/14687984231161720

Kate Pahl, F. Scott, M. Hall, N. Kucirkova

引用次数: 0

Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies 用语音搜索与世界相遇:一个年轻移民和新兴双语儿童的数字素养

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-02-28 DOI: 10.1177/14687984231155718

Yeojoo Yoon

引用次数: 0

Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study 在Covid-19封锁期间，南非两名儿童的早期识字经历:一项半民族志研究

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2023-02-03 DOI: 10.1177/14687984231154351

S. A. Nkomo, Xoliswa Patience Magxala, Nicholas Lebopa

{"title":"Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study","authors":"S. A. Nkomo, Xoliswa Patience Magxala, Nicholas Lebopa","doi":"10.1177/14687984231154351","DOIUrl":"https://doi.org/10.1177/14687984231154351","url":null,"abstract":"As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children’s sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child’s development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers’ feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"141 - 174"},"PeriodicalIF":1.6,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143337","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: 1