Journal of Early Childhood Literacy最新文献_第8页

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

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":"<p><p>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.</p>","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

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

Book Review Story workshop: New possibilities for young writers 书评故事工作坊:年轻作家的新可能性

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-09 DOI: 10.1177/14687984221144222

Ronna Mosher, S. Hanzel

引用次数: 1

Developing habits of noticing in literacy and language classrooms 在识字和语言课堂上培养注意习惯

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-08 DOI: 10.1177/14687984221144224

Ruth French

引用次数: 0

Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom 作为实践共同体的晨圈:双语双语幼儿课堂合作教师的跨模性

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-02 DOI: 10.1177/14687984221144232

Sabrina F. Sembiante, Alain Bengochea, Mileidis Gort

{"title":"Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom","authors":"Sabrina F. Sembiante, Alain Bengochea, Mileidis Gort","doi":"10.1177/14687984221144232","DOIUrl":"https://doi.org/10.1177/14687984221144232","url":null,"abstract":"To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers’ transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities? Using a communities of practice perspective, we explore how co-teacher pairs establish a nexus of high-valued practices and transmodal norms. We collected bi-weekly video recordings of co-teachers’ MC practices across three Spanish/English dual language bilingual education preschool classrooms to capture teachers’ and students' transmodal interactions. Findings reveal variation in and strategic coordination of co-teachers’ transmodalities based on instructional foci/content of different MC activities (e.g., singing songs; reviewing numeracy concepts or literacy concepts; fostering participation norms). Co-teachers’ collaborative efforts created a community of practice inviting and engaging children in the socially-aligned (e.g., participation norms) and instructionally-relevant (e.g., numeracy and literacy) routines and purposes of MC. Findings have implications for how teachers’ transmodal/translanguaging practices vary according to social and curricular expectations, problematizing the oral-multimodal divide and hierarchy and legitimizing teachers’ collective translingual-transmodal repertoire.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830769","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

Children's Book Celebrations and Recommendations for Pro-Black Teaching 儿童图书庆祝活动及亲黑人教学建议

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-01 DOI: 10.1177/14687984221136054

Joyce Brooks, Destiny Dawkins, Cheyenne Jones, Susi Long

引用次数: 0

Who will remember?: Racial identity and civil rights literature for Black children at Freedom School 谁会记得?:自由学校黑人儿童的种族认同和民权文学

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-01 DOI: 10.1177/14687984221135466

Rebekah E. Piper, Tambra O. Jackson

引用次数: 0

“But there is a God”: Teaching Nat Turner in early childhood education “但上帝是存在的”:幼儿教育中的纳特·特纳教学

IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2022-12-01 DOI: 10.1177/14687984221135464

M. Johnson

{"title":"“But there is a God”: Teaching Nat Turner in early childhood education","authors":"M. Johnson","doi":"10.1177/14687984221135464","DOIUrl":"https://doi.org/10.1177/14687984221135464","url":null,"abstract":"This study set out to gain a deeper understanding of how early childhood students, specifically Black boys in first and second grade, would respond to the teaching of historical figures and events traditionally omitted from classrooms. Contrary to general assumptions, these students were able to astutely contribute to classroom lessons, discussions, and interviews about Nat Turner, an enslaved Black American, who led a rebellion in 1831. Employing notions of Black intellectual thought and curricular and pedagogical resuscitation as theoretical frameworks, in addition to critical hermeneutic phenomenology as its methodology, this study highlights the voices of young Black boys often missing in early childhood discourse. Findings indicate that the students expressed a favorable assessment of Nat Turner and his comrades. The statement, “But there is a God,” ultimately confronts the unavailability and restricted options for Black humanity in a racist society, but also an awareness testifying to a self-ordained defense of the Black body. This study gives added perspective to the understanding of the early learning process, cultural meaning-making, and connection to a Black educational legacy spanning generations.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"459 - 480"},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66048371","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