Pub Date : 2024-08-16DOI: 10.1177/14687984241276305
Jackie Ridley, Lindsey W Rowe
{"title":"Translanguaging and early childhood literacy: Themes and possibilities for theory, pedagogy, and policy","authors":"Jackie Ridley, Lindsey W Rowe","doi":"10.1177/14687984241276305","DOIUrl":"https://doi.org/10.1177/14687984241276305","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994353","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}
Pub Date : 2024-08-16DOI: 10.1177/14687984241276316
Yeojoo Yoon, Pool Ip Dong
This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children’s linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children’s play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children’s identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.
{"title":"Cultivating translanguaging spaces: Young emergent bilingual children’s toy unboxing play","authors":"Yeojoo Yoon, Pool Ip Dong","doi":"10.1177/14687984241276316","DOIUrl":"https://doi.org/10.1177/14687984241276316","url":null,"abstract":"This study explores the captivating world of toy unboxing videos as a space for emergent bilingual children to engage in translanguaging practices. Through the lens of translanguaging, which encourages the unrestricted use of full linguistic repertoires, this research examines the experiences of two five-year-old immigrant and emergent bilingual children, who employ linguistic repertoires from both English and Korean, within toy unboxing play. Toy unboxing play is not exclusive to these children alone but extends beyond as a shared phenomenon of new play among children across the globe. This ethnographic case study seeks to understand when and how translanguaging is employed in their toy unboxing play and explores the possibilities it opens for fostering inclusive views on linguistic practices among emergent bilingual children. In our findings, we argue that toy unboxing play can be a way of creating translanguaging space facilitating the deployment of children’s linguistic repertoires and contributing to their meaning-making and learning processes. The translanguaging practices exhibited by the children in their toy unboxing play demonstrate linguistic flexibility across three key domains: (1) playful interaction with toys and self, (2) emotional interaction with families and intimate others, and (3) transcultural interaction with peers and virtual audience. The study contributes valuable insights into the potentialities of translanguaging within the context of children’s play. Translanguaging emerges not only as a linguistic phenomenon but as a holistic approach to communication, reflecting the multifaceted nature of emergent bilingual children’s identities and experiences. The hybridized approach observed in their play underscores the importance of recognizing translanguaging as a way of being and belonging for children and families with transnational and transcultural backgrounds. By shedding light on the intricate interplay between language, culture, and play, this research deepens our understanding of inclusive and liberating translanguaging spaces for emergent bilingual children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141994350","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}
Pub Date : 2024-08-14DOI: 10.1177/14687984241276315
Lindsey W. Rowe
Educators should support multilingual students’ translingual writing. However, it can be challenging for teachers to support students’ composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, French, Tagalog, or English, and classroom teachers spoke English and Spanish. Data analysis first involved descriptive coding of videorecorded composing interactions to identify every teacher interaction involving a new-to-them named language. These events were then re-examined using constant comparative coding to identify interactional patterns. This yielded three main findings; teachers: (1) positioned students as language experts and themselves as language learners, (2) drew on shared language resources to support student writing in new-to-teacher languages, and (3) expanded audiences to support student writing in new-to-teacher languages. Implications include pedagogical steps teachers can take to support students’ use of new-to-teacher languages while writing, and ideological and social implications of teacher talk about those languages.
{"title":"Interactions with new-to-teacher language resources: Supporting translingual composing in a multilingual elementary classroom","authors":"Lindsey W. Rowe","doi":"10.1177/14687984241276315","DOIUrl":"https://doi.org/10.1177/14687984241276315","url":null,"abstract":"Educators should support multilingual students’ translingual writing. However, it can be challenging for teachers to support students’ composing in languages that teachers do not speak. Drawing on a community translanguaging lens, this paper explores this issue by asking: How did teachers talk about and interact with language resources that were new to them while supporting translingual writing in an English-medium classroom? Data were collected using ethnographic and practitioner research methods across 1 year in one second-grade writing workshop in the U.S. Students spoke Spanish, Korean, French, Tagalog, or English, and classroom teachers spoke English and Spanish. Data analysis first involved descriptive coding of videorecorded composing interactions to identify every teacher interaction involving a new-to-them named language. These events were then re-examined using constant comparative coding to identify interactional patterns. This yielded three main findings; teachers: (1) positioned students as language experts and themselves as language learners, (2) drew on shared language resources to support student writing in new-to-teacher languages, and (3) expanded audiences to support student writing in new-to-teacher languages. Implications include pedagogical steps teachers can take to support students’ use of new-to-teacher languages while writing, and ideological and social implications of teacher talk about those languages.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986249","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}
Pub Date : 2024-08-14DOI: 10.1177/14687984241276303
Heather Dunham, Erica Holyoke, Katie Crook
This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.
本定性研究探讨了美国语言政策（联邦和州一级）与幼儿多语言学习者（MLs）教学实践之间的交叉点。我们借鉴了文化可持续教学法的理论框架，对美国三个州的联邦和州一级政策进行了批判性内容分析。在对政策和教学法进行交叉分析时，我们还研究了来自 ML 教师的教学工件、开放式调查和半结构式访谈的数据。研究结果让我们深入了解了教育工作者如何利用文化上可持续的和以资产为基础的方法来教授流利说课程。此外，研究结果还展示了多元语言教师如何通过不断以儿童的语言和文化复制品为中心，与优先考虑英语语言和学业成绩的政策以及注重教授离散语言技能（即语音意识和语音学）的政策进行谈判。本研究的参与者作为学校和社区的领导者，在教学中倡导语言多元化。本研究进一步说明了政策是如何规定教学的具体方面，而将语言全纳教学法留给个别教育工作者的。这种紧张关系有利于教育工作者在课堂上自由解释和驾驭政策，但也会给年轻学习者及其识字机会造成差异。这意味着有必要重新审视幼儿语言教师在制定促进语言和文化包容性的语言和识字教学政策中的作用。
{"title":"Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners","authors":"Heather Dunham, Erica Holyoke, Katie Crook","doi":"10.1177/14687984241276303","DOIUrl":"https://doi.org/10.1177/14687984241276303","url":null,"abstract":"This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986246","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}
Pub Date : 2024-08-03DOI: 10.1177/14687984241266054
Devon Caldwell
{"title":"Book review: Teaching essential literacy skills in the early years classroom: A guide for students and teachers","authors":"Devon Caldwell","doi":"10.1177/14687984241266054","DOIUrl":"https://doi.org/10.1177/14687984241266054","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891603","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}
Pub Date : 2024-08-03DOI: 10.1177/14687984241268525
Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach
The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.
{"title":"“It is a lovely gift to get from the public health nurse”: Public health nurse perspectives on involvement in an infant book gifting scheme","authors":"Suzanne M Egan, Mary Moloney, Jennifer Pope, Clara Hoyne, Deirdre Breatnach","doi":"10.1177/14687984241268525","DOIUrl":"https://doi.org/10.1177/14687984241268525","url":null,"abstract":"The benefits of book gifting schemes for infants, parents and families, are well documented. While book gifting schemes operate around the world, and are delivered in different ways (e.g., postal services, local libraries, maternity hospitals and community centres), little is known about the benefits and challenges for those involved in delivering the schemes. This mixed methods study, based on a book gifting scheme in Ireland, reports findings from public health nurses (PHNs) regarding their involvement in an infant book gifting scheme. PHNs incorporated the delivery of an infant book gifting pack, and information leaflets about reading with infants, into their regular infant developmental health checks at 3 months and at 7-9 months. The findings from over 300 developmental checks indicate that participating PHNs were positive overall regarding their involvement in the scheme. Despite their heavy workload, in general, PHNs reported they had sufficient time available during the health checks to incorporate the book gifting. They highlighted the benefit of the scheme for parents and infants but also for PHNs themselves and their professional practice. The present paper discusses the findings in the context of ecological systems theory, notably, the role of the PHN in supporting infants and parents, and considers the implications of the findings for the delivery of infant book gifting schemes.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891705","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}
Pub Date : 2024-07-23DOI: 10.1177/14687984241265067
Anne Haas Dyson
Herein, I explore the meanings of the oft-used phrase “children’s voices.” The phrase is seldom defined in the literature on children’s language, oral and written. And yet, studying those voices has been fronted as a key methodological tool allowing insights into concerns about equity and the erasure of “nonmainstream” children’s communicative resources. Thus, this essay examines the professional use of “children’s voices” by taking readers on a voice-filled journey through time and space as I consider literally how this unstable but valuable phrase (e.g., “children’s voices”) is used to index some quality of children’s language use, especially their multimodal composing. First, I report on a literature analysis, focused on a relatively recent decade of articles from the National Council of Teachers of English (NCTE)’s journal focused on children, Language Arts (the decade beginning in 2010). Although it proved to be a relative rarity to identify an author defining “children’s voices,” this project phase was invaluable for developing a taxonomy of non-rigidified but still differentiated categories for the meaning of “children’s voices.” Next, to clarify this unstable but useful taxonomy, I examined my ethnographic reports written over 46 years of studying children’s talk and writing, selecting excerpts from four chronologically organized reports, which were undergirded by different stances toward “children’s voices.” Together they illustrate how going deeper into children’s voices meant expanding the nature of the sociopolitical and cultural worlds enacted, sustained, or interrupted by children’s contextualized voices. As Hymes said many years ago, to understand voice and how it figures into equity issues in education, one needs ethnographic context. I aim to suggest why clarity about voice matters theoretically, politically, and pedagogically if we are to understand children’s composing of both texts and themselves as participants in a shared world.
{"title":"Following the sounds of children’s “voices”: A researcher’s portfolio","authors":"Anne Haas Dyson","doi":"10.1177/14687984241265067","DOIUrl":"https://doi.org/10.1177/14687984241265067","url":null,"abstract":"Herein, I explore the meanings of the oft-used phrase “children’s voices.” The phrase is seldom defined in the literature on children’s language, oral and written. And yet, studying those voices has been fronted as a key methodological tool allowing insights into concerns about equity and the erasure of “nonmainstream” children’s communicative resources. Thus, this essay examines the professional use of “children’s voices” by taking readers on a voice-filled journey through time and space as I consider literally how this unstable but valuable phrase (e.g., “children’s voices”) is used to index some quality of children’s language use, especially their multimodal composing. First, I report on a literature analysis, focused on a relatively recent decade of articles from the National Council of Teachers of English (NCTE)’s journal focused on children, Language Arts (the decade beginning in 2010). Although it proved to be a relative rarity to identify an author defining “children’s voices,” this project phase was invaluable for developing a taxonomy of non-rigidified but still differentiated categories for the meaning of “children’s voices.” Next, to clarify this unstable but useful taxonomy, I examined my ethnographic reports written over 46 years of studying children’s talk and writing, selecting excerpts from four chronologically organized reports, which were undergirded by different stances toward “children’s voices.” Together they illustrate how going deeper into children’s voices meant expanding the nature of the sociopolitical and cultural worlds enacted, sustained, or interrupted by children’s contextualized voices. As Hymes said many years ago, to understand voice and how it figures into equity issues in education, one needs ethnographic context. I aim to suggest why clarity about voice matters theoretically, politically, and pedagogically if we are to understand children’s composing of both texts and themselves as participants in a shared world.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755228","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}
Pub Date : 2024-06-07DOI: 10.1177/14687984241257400
Christine E Potter, Marissa A Castellana, Matthew D Guerra, Viridiana L. Benitez
Bilingual picture books offer rich sources of dual-language input, but little is known about how different types of books provide opportunities for children’s learning across languages. Building on research describing Spanish-English Codeswitching books (which present languages intermixed), we assessed the quantity, diversity, and complexity of input in Translation picture books (which included the full text in both languages) and compared the two types of books. Translation books included balanced use of English and Spanish and varied in the frequency of switching. Across both book formats, English input was similarly complex, but Translation books presented larger amounts and more complex input in Spanish. Additionally, the two types of books included frequent yet different patterns of language switching, offering dense exposure to an important feature of bilingual experience. Thus, bilingual books could provide children with input distinct from what they encounter in either spoken language or reading activities in a single language.
{"title":"The balance of Spanish and English child-directed text in bilingual picture books","authors":"Christine E Potter, Marissa A Castellana, Matthew D Guerra, Viridiana L. Benitez","doi":"10.1177/14687984241257400","DOIUrl":"https://doi.org/10.1177/14687984241257400","url":null,"abstract":"Bilingual picture books offer rich sources of dual-language input, but little is known about how different types of books provide opportunities for children’s learning across languages. Building on research describing Spanish-English Codeswitching books (which present languages intermixed), we assessed the quantity, diversity, and complexity of input in Translation picture books (which included the full text in both languages) and compared the two types of books. Translation books included balanced use of English and Spanish and varied in the frequency of switching. Across both book formats, English input was similarly complex, but Translation books presented larger amounts and more complex input in Spanish. Additionally, the two types of books included frequent yet different patterns of language switching, offering dense exposure to an important feature of bilingual experience. Thus, bilingual books could provide children with input distinct from what they encounter in either spoken language or reading activities in a single language.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141371863","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}
Pub Date : 2024-04-12DOI: 10.1177/14687984241244686
Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez
Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posthuman studies has introduced other perspectives on literacy that are neither solely exclusive to humans nor solely representational or intentional. They trouble the dominant frames of literacy that can serve to diminish children, especially those from minority groups. Building on this framework, we propose to address how otherwise literacies are created among children and objects, such as toys. Our data come from a current research project being developed in a school in Seville (Spain). The children in our research are 4 to 5 years old and come from different socio-cultural backgrounds. In our research, our data are written as a vignette which describes different affective encounters in a classroom. These encounters are part of an action that required children to bring from home a treasure box with cherished elements inside. We diffract these data through theories of affect to consider what otherwise synergies emerge between children and toys and what we can learn about literacy through them. We claim that the toys you sleep with bring otherwise (political) ways of being and becoming through literacies embedded in more-than-wor(l)ds. They recall how literacy practices involve objects that affect (with) us in unpredictable and not easy to describe ways, but that are essential to consider more justice-oriented practices.
{"title":"‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds","authors":"Giovanna Caetano-Silva, Fernando Guzmán-Simón, Eduardo García-Jiménez","doi":"10.1177/14687984241244686","DOIUrl":"https://doi.org/10.1177/14687984241244686","url":null,"abstract":"Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posthuman studies has introduced other perspectives on literacy that are neither solely exclusive to humans nor solely representational or intentional. They trouble the dominant frames of literacy that can serve to diminish children, especially those from minority groups. Building on this framework, we propose to address how otherwise literacies are created among children and objects, such as toys. Our data come from a current research project being developed in a school in Seville (Spain). The children in our research are 4 to 5 years old and come from different socio-cultural backgrounds. In our research, our data are written as a vignette which describes different affective encounters in a classroom. These encounters are part of an action that required children to bring from home a treasure box with cherished elements inside. We diffract these data through theories of affect to consider what otherwise synergies emerge between children and toys and what we can learn about literacy through them. We claim that the toys you sleep with bring otherwise (political) ways of being and becoming through literacies embedded in more-than-wor(l)ds. They recall how literacy practices involve objects that affect (with) us in unpredictable and not easy to describe ways, but that are essential to consider more justice-oriented practices.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551922","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}
Pub Date : 2024-03-29DOI: 10.1177/14687984241240413
Lauren van Huisstede, Scott C Marley, Katie A Bernstein, Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F Kelley, Maria Adelaida Restrepo, Cristal Vargas Cesario
Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students’ inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students’ recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students’ story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students’ emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students’ inferencing skills regarding story character internal states and subsequent story comprehension.
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