Responding to Children’s Semiotic Repertoires in Collaborative Digital Storytelling

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-09-27 DOI:10.1007/s10643-024-01761-2
Sofije Shengjergji, Jenny Myrendal, Niklas Pramling
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Abstract

In this study, we analyze activities in which early childhood education and care (ECEC) teachers, together with pairs of children, engage in digital storytelling activities with a tablet application. The participating teachers and children speak more than one national language, and the activity has been pursued with the intention of supporting children’s full use of their various semiotic repertoires. Theoretically informed by a sociocultural perspective, the notion of semiotic repertoires here refers to not only national languages, such as English and Swedish, but also other semiotic means for communication such as sign language, gestures, and drawings. With the purpose of addressing how ECEC can be responsive to children’s repertoires of semiotic means of communication, the research question asked is: How are various semiotic repertoires introduced and responded to in the storytelling activities? The results consist of a differentiation and specification of the meaning of responsivity in the context of semiotic repertoires. The implications for children’s participation in developmental activities and the ambition of creating socially just ECEC institutions are discussed.

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在协作式数字故事制作中回应儿童的语义再现
在本研究中,我们分析了幼儿教育和保育(ECEC)教师与成对儿童一起使用平板电脑应用程序开展数字故事活动的情况。参与活动的教师和儿童讲一种以上的国家语言,活动的目的是支持儿童充分使用他们的各种符号库。从社会文化的理论视角来看,这里的符号库概念不仅指英语和瑞典语等国家语言,还包括手语、手势和绘画等其他符号交流手段。为了解决幼儿保育和教育如何能够对儿童的符号交流手段库作出反应的问题,研究提出的问题是:在讲故事活动中如何引入和回应各种符号库?研究结果包括区分和具体说明在符号语汇方面的反应性的含义。讨论了儿童参与发展活动的意义以及创建社会公正的幼儿保育和教育机构的目标。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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