Pub Date : 2025-09-22DOI: 10.1177/14687984251380651
Lisa Kervin, Jessica Mantei, Maria Clara Selina Rivera, Lois Peach
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.
{"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}
Pub Date : 2025-09-18DOI: 10.1177/14687984251380967
Tarah Connolly
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.
{"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}
Pub Date : 2025-09-16DOI: 10.1177/14687984251381502
Lisa Kervin, Lois Peach, Nicola Wallis, Jill Castek
{"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}
Pub Date : 2025-09-16DOI: 10.1177/14687984251381457
Jaye Johnson Thiel
Using a feminist-new materialist lens, this paper attends to child-digital interactions in fostering Indigenous literacies, by focusing on the Quantum Sandbox exhibit in the Digital Immersion Lab at a Canadian children’s science museum. Analytically, this paper explores how a digital exhibit ( Quantum Sandbox ) 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.
{"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}
Pub Date : 2025-09-15DOI: 10.1177/14687984251380090
Louise Paatsch, Celine Chu, Chris Zomer, Sharon Horwood, Maria Nicholas, Jacquelyn Harverson, Martin Thomson, Courtney Mogensen, Marcus Horwood, Christine Evely
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 Beings by Universal Everything 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.
{"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}
Pub Date : 2025-09-12DOI: 10.1177/14687984251379603
Simon Daniele, Karen Murcia, John Chappell
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.
{"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}
Pub Date : 2025-09-12DOI: 10.1177/14687984251379605
Abigail Hackett, David Ben Shannon, Christina MacRae, Maggie MacLure
This paper describes a research collaboration with Humber Museums Partnership, which explored family museum visiting and early language. Drawing from ethnographic observations and continuous audio recordings, this article examines how very young children make sense in museum spaces. We activate Deleuze and Guattari’s concept of the refrain (originally expressed in French as ritournelle, a little return) to analyse vignettes of children’s vocalisations and interactions across galleries, gardens, and play spaces. Counter to the dominant view of early language as relying on a linear “serve and return” between adult and child, we argue that refrains create fragile, rhythmic, and emplaced territories of sense making that exceed conventional meaning and representation. We propose that museums can foster an attention to these affective, embodied dimensions of expression as an important aspect of young children’s museum literacies.
{"title":"A little thing that returns: Refrains and young children’s sense making in museum spaces","authors":"Abigail Hackett, David Ben Shannon, Christina MacRae, Maggie MacLure","doi":"10.1177/14687984251379605","DOIUrl":"https://doi.org/10.1177/14687984251379605","url":null,"abstract":"This paper describes a research collaboration with Humber Museums Partnership, which explored family museum visiting and early language. Drawing from ethnographic observations and continuous audio recordings, this article examines how very young children make sense in museum spaces. We activate Deleuze and Guattari’s concept of the refrain (originally expressed in French as ritournelle, a little return) to analyse vignettes of children’s vocalisations and interactions across galleries, gardens, and play spaces. Counter to the dominant view of early language as relying on a linear “serve and return” between adult and child, we argue that refrains create fragile, rhythmic, and emplaced territories of sense making that exceed conventional meaning and representation. We propose that museums can foster an attention to these affective, embodied dimensions of expression as an important aspect of young children’s museum literacies.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"314 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072773","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 : 2025-09-12DOI: 10.1177/14687984251380649
Nidhi Menon
This paper explores how museums can serve as transformative spaces for early childhood literacy, identity formation, and belonging, particularly for racialized immigrant children. Moving beyond print-centric definitions of literacy, it positions museums as multimodal environments where young learners engage with language, sound, image, and movement to make meaning. Drawing on a personal vignette of visiting the Royal Ontario Museum with my children, I illustrate how these encounters become acts of literacy, cultural affirmation, and identity negotiation. For children navigating multiple languages and cultures, museums offer spaces of imaginative play and embodied learning that resist deficit narratives and assimilationist expectations. Through a social justice lens, this paper frames museums as pedagogical counterspaces that center the cultural and linguistic assets of marginalized communities. It highlights the power of everyday museum interactions to support intergenerational connection, affirm cultural identities, and foster agency. By recognizing racialized immigrant children as active meaning-makers and co-creators of knowledge, museums can evolve into relational spaces that reflect and respond to the diverse communities they serve. This work calls for a reimagining of early childhood literacy education, one that honors the lived experiences, cultural wealth, and epistemologies of racialized immigrant families.
{"title":"Museums as sites of belonging, empowerment, and multimodal literacies for immigrant and racialized families","authors":"Nidhi Menon","doi":"10.1177/14687984251380649","DOIUrl":"https://doi.org/10.1177/14687984251380649","url":null,"abstract":"This paper explores how museums can serve as transformative spaces for early childhood literacy, identity formation, and belonging, particularly for racialized immigrant children. Moving beyond print-centric definitions of literacy, it positions museums as multimodal environments where young learners engage with language, sound, image, and movement to make meaning. Drawing on a personal vignette of visiting the Royal Ontario Museum with my children, I illustrate how these encounters become acts of literacy, cultural affirmation, and identity negotiation. For children navigating multiple languages and cultures, museums offer spaces of imaginative play and embodied learning that resist deficit narratives and assimilationist expectations. Through a social justice lens, this paper frames museums as pedagogical counterspaces that center the cultural and linguistic assets of marginalized communities. It highlights the power of everyday museum interactions to support intergenerational connection, affirm cultural identities, and foster agency. By recognizing racialized immigrant children as active meaning-makers and co-creators of knowledge, museums can evolve into relational spaces that reflect and respond to the diverse communities they serve. This work calls for a reimagining of early childhood literacy education, one that honors the lived experiences, cultural wealth, and epistemologies of racialized immigrant families.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072769","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 : 2025-08-16DOI: 10.1177/14687984251370974
Amanda Binns
Text messaging programs have emerged as effective tools for enhancing parental engagement in children’s home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants’ unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky’s sociocultural theory, which underscores the influence of familial and cultural contexts on children’s literacy growth, as well as Bronfenbrenner’s ecological systems theory, which situates family environments as critical to early literacy outcomes. Employing hermeneutic phenomenology, the research adopted a mixed-methods approach to capture the lived experiences of parents engaged with the Kindytxt program, enabling a nuanced analysis of how text messaging might bridge potential gaps between home-based and school-based literacy learning practice. Key findings indicate that text message-based programs like Kindytxt hold the potential in mitigating common barriers identified in educational literature, including limited access to school literacy information, challenges in initiating literacy activities at home, and perceptions relating to the practical benefits of early literacy engagement. Parents reported that the prompt, accessible, and easily understood messages empowered them to integrate literacy-rich practices into daily routines. These results underscore the potential of literature-informed text messaging programs to foster stronger home-school aligned literacy learning and to improve literacy outcomes for children.
{"title":"Parents’ utilisation of the literacy-based text message program Kindytxt","authors":"Amanda Binns","doi":"10.1177/14687984251370974","DOIUrl":"https://doi.org/10.1177/14687984251370974","url":null,"abstract":"Text messaging programs have emerged as effective tools for enhancing parental engagement in children’s home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants’ unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky’s sociocultural theory, which underscores the influence of familial and cultural contexts on children’s literacy growth, as well as Bronfenbrenner’s ecological systems theory, which situates family environments as critical to early literacy outcomes. Employing hermeneutic phenomenology, the research adopted a mixed-methods approach to capture the lived experiences of parents engaged with the Kindytxt program, enabling a nuanced analysis of how text messaging might bridge potential gaps between home-based and school-based literacy learning practice. Key findings indicate that text message-based programs like Kindytxt hold the potential in mitigating common barriers identified in educational literature, including limited access to school literacy information, challenges in initiating literacy activities at home, and perceptions relating to the practical benefits of early literacy engagement. Parents reported that the prompt, accessible, and easily understood messages empowered them to integrate literacy-rich practices into daily routines. These results underscore the potential of literature-informed text messaging programs to foster stronger home-school aligned literacy learning and to improve literacy outcomes for children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"14 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898757","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 : 2025-07-03DOI: 10.1177/14687984251357742
{"title":"In memoriam: Nigel Hall and David B.Yaden, Jr.","authors":"","doi":"10.1177/14687984251357742","DOIUrl":"https://doi.org/10.1177/14687984251357742","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565723","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}
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