Pub Date : 2025-07-01DOI: 10.1177/14687984251357774
Qiu Chuane, Zhu Rong, M. Monjurul Islam, Ghadah Al Murshidi
This study examines parents’ perceptions and roles in supporting kindergarten children’s English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents’ active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments.
{"title":"Parents’ perceptions on young children’s online English learning at home: A mixed-methods study","authors":"Qiu Chuane, Zhu Rong, M. Monjurul Islam, Ghadah Al Murshidi","doi":"10.1177/14687984251357774","DOIUrl":"https://doi.org/10.1177/14687984251357774","url":null,"abstract":"This study examines parents’ perceptions and roles in supporting kindergarten children’s English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents’ active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534075","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 : 2025-06-25DOI: 10.1177/14687984251350491
Ebba Sundin, Helena Sandberg, Ulrika Sjöberg
For many children, their home is where they first encounter digital media technologies. The aim of this study is to investigate how children 0 – 3 years old engage in digital media. We address digital literacies as a sociocultural mindset and a toolbox with attention to skills and comprehensions as well as how children express their agency. The overall research question is: What skills, comprehension, and agency children 0 – 3 years old perform and express when engaged in digital media? We have studied 16 families in Sweden and followed the methodology of “A Day in the Life” developed by Gillen et al. (2007) . The study shows that children use technology in their interactions of play in for example video calls, and that dexterity skills are early developed in relation to touch screens. The study also shows that children express agency toward digital media in several ways, for example in taking actions and initiatives. The study concludes that although there is an increased interest in young children’s digital media practices there is still need for more studies with focus on the very young children.
对许多孩子来说，他们的家是他们第一次接触数字媒体技术的地方。本研究的目的是调查0 - 3岁儿童如何参与数字媒体。我们将数字素养视为一种社会文化心态和工具箱，关注技能和理解，以及儿童如何表达他们的能动性。总体研究问题是：0 - 3岁儿童在从事数字媒体时表现和表达了哪些技能、理解力和能动性？我们研究了瑞典的16个家庭，并采用了Gillen et al.（2007）开发的“生命中的一天”方法。研究表明，孩子们在与游戏的互动中使用技术，比如视频通话，而与触摸屏相关的灵巧技能在早期就得到了发展。该研究还表明，儿童通过几种方式表达对数字媒体的代理，例如采取行动和倡议。该研究的结论是，尽管人们对幼儿的数字媒体实践越来越感兴趣，但仍需要更多关注幼儿的研究。
{"title":"Digital literacies among infants and toddlers: Everyday engagement of digital media in the home environment","authors":"Ebba Sundin, Helena Sandberg, Ulrika Sjöberg","doi":"10.1177/14687984251350491","DOIUrl":"https://doi.org/10.1177/14687984251350491","url":null,"abstract":"For many children, their home is where they first encounter digital media technologies. The aim of this study is to investigate how children 0 – 3 years old engage in digital media. We address digital literacies as a sociocultural mindset and a toolbox with attention to skills and comprehensions as well as how children express their agency. The overall research question is: What skills, comprehension, and agency children 0 – 3 years old perform and express when engaged in digital media? We have studied 16 families in Sweden and followed the methodology of “A Day in the Life” developed by <jats:xref ref-type=\"bibr\">Gillen et al. (2007)</jats:xref> . The study shows that children use technology in their interactions of play in for example video calls, and that dexterity skills are early developed in relation to touch screens. The study also shows that children express agency toward digital media in several ways, for example in taking actions and initiatives. The study concludes that although there is an increased interest in young children’s digital media practices there is still need for more studies with focus on the very young children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"62 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513354","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 : 2025-06-16DOI: 10.1177/14687984251351202
Christine McLean, Randi Cummings, Lyse Anne LeBlanc, Anne Briscombe, Dina Mohamed, Jessie-Lee D McIsaac
There is an increased movement toward locating early childhood programs within school environments. However, there remains some tension between long-held perceptions of play and the realities of play-based pedagogies, resulting in increasing pressure for evidence of outcomes in academic skills, such as numeracy and literacy. This study seeks to provide pedagogical examples of how numeracy and literacy skills are operationalized and supported within a play-based early learning environment in Nova Scotia (Canada). Using a photo elicitation methodology, 17 early childhood educators working in Pre-primary Programs with children aged 4-5 years old participated in a series of six virtual focus groups that included information sharing, discussions of photos of the participants learning environments, and participant-led analysis. Participants across all groups shared photo examples of numeracy and literacy learning occurring during child-initiated play and discussed their perceptions of what supported and hindered their ability to support numeracy and literacy learning during play and their ability to share these beliefs and observations. The results provided a range of rich and diverse examples of numeracy and literacy learning through play and the crucial role of the early childhood educator within the context of the school-based early childhood programs.
{"title":"Making numeracy and literacy learning visible in play-based publicly funded programs","authors":"Christine McLean, Randi Cummings, Lyse Anne LeBlanc, Anne Briscombe, Dina Mohamed, Jessie-Lee D McIsaac","doi":"10.1177/14687984251351202","DOIUrl":"https://doi.org/10.1177/14687984251351202","url":null,"abstract":"There is an increased movement toward locating early childhood programs within school environments. However, there remains some tension between long-held perceptions of play and the realities of play-based pedagogies, resulting in increasing pressure for evidence of outcomes in academic skills, such as numeracy and literacy. This study seeks to provide pedagogical examples of how numeracy and literacy skills are operationalized and supported within a play-based early learning environment in Nova Scotia (Canada). Using a photo elicitation methodology, 17 early childhood educators working in Pre-primary Programs with children aged 4-5 years old participated in a series of six virtual focus groups that included information sharing, discussions of photos of the participants learning environments, and participant-led analysis. Participants across all groups shared photo examples of numeracy and literacy learning occurring during child-initiated play and discussed their perceptions of what supported and hindered their ability to support numeracy and literacy learning during play and their ability to share these beliefs and observations. The results provided a range of rich and diverse examples of numeracy and literacy learning through play and the crucial role of the early childhood educator within the context of the school-based early childhood programs.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"6 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144296117","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 : 2025-06-13DOI: 10.1177/14687984251352030
Anna Harrison
{"title":"Reading picture books with infants and toddlers TorrJane. Reading Picture Books with Infants and Toddlers. London, New York: Routledge, 2023, p. 138, ISBN 9780367768911.","authors":"Anna Harrison","doi":"10.1177/14687984251352030","DOIUrl":"https://doi.org/10.1177/14687984251352030","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290154","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 : 2025-06-01Epub Date: 2022-12-06DOI: 10.1177/14687984221144231
Kimberly Lenters, Ronna Mosher, Jennifer MacDonald
In this article, we examine young children's narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young children in an outdoor program focused on setting up conditions for collaborative, narrative play. Posthuman perspectives deriving from the philosophical work of Deleuze and Guattari, often utilize the concept of the rhizome. However, following the scholarship of posthuman philosopher Anna Tsing and mycologist, Merlin Sheldrake, we turn to another more-than-human lifeform and introduce the construct of mycelial networks for posthuman literacy studies. For this study of children's collaborative composing, we work with Tsing's concepts of unruly edges and contamination as collaboration and introduce the concept of the in/visible. Taking up Tsing's invitation to think differently about the construction of knowledge practices, we map and examine children's collaborative storying by providing two vignettes, which together, comprise a rush of troubled stories. The troubled stories were part of an awakening for program facilitators, a space of four weeks in which they came to see that by attuning to the liveliness of the children's movements, their understanding of collaborative narrative play was transformed. As relations between the human children and facilitators and the more-than-human vividly animate in this study, the in/visible moments that erupt along the interface between the domesticated and the wild can guide educators in planning and enacting young children's literacy learning. To foster children's collaborative composing, we assert, it is necessary to trust that storying occurs, for many children, in the underground, in/visible spaces that underpin the stories they play.
{"title":"Playing the story: Learning with young children's in/visible composing collaborations in outdoor narrative play.","authors":"Kimberly Lenters, Ronna Mosher, Jennifer MacDonald","doi":"10.1177/14687984221144231","DOIUrl":"10.1177/14687984221144231","url":null,"abstract":"<p><p>In this article, we examine young children's narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young children in an outdoor program focused on setting up conditions for collaborative, narrative play. Posthuman perspectives deriving from the philosophical work of Deleuze and Guattari, often utilize the concept of the rhizome. However, following the scholarship of posthuman philosopher Anna Tsing and mycologist, Merlin Sheldrake, we turn to another more-than-human lifeform and introduce the construct of mycelial networks for posthuman literacy studies. For this study of children's collaborative composing, we work with Tsing's concepts of unruly edges and contamination as collaboration and introduce the concept of the in/visible. Taking up Tsing's invitation to think differently about the construction of knowledge practices, we map and examine children's collaborative storying by providing two vignettes, which together, comprise a rush of troubled stories. The troubled stories were part of an awakening for program facilitators, a space of four weeks in which they came to see that by attuning to the liveliness of the children's movements, their understanding of collaborative narrative play was transformed. As relations between the human children and facilitators and the more-than-human vividly animate in this study, the in/visible moments that erupt along the interface between the domesticated and the wild can guide educators in planning and enacting young children's literacy learning. To foster children's collaborative composing, we assert, it is necessary to trust that storying occurs, for many children, in the underground, in/visible spaces that underpin the stories they play.</p>","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":"308-335"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044120","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}
Pub Date : 2025-04-23DOI: 10.1177/14687984251337368
Stephanie F Reid, Lindsey Moses, Danielle Rylak
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary school is located in the southwestern United States. This multimodal analysis examined the visual and verbal semiotic resources that Regan used to construct her text and explored the meaning potentials of her semiotic choices. Findings show how the linguistic aspects of this first-grade text blended informational, persuasive, and personal narrative genres within an overarching nonfiction text structure. When creating her illustrations, Regan remixed design features and visual conventions from picturebook fiction to offer personal recount and sometimes fantastical narrative components. The images could also operate as a stand-alone image sequence within the overall composition. This study shows how this young author synthesized rich genre knowledge in sometimes unpredictable ways. It also highlights the necessity of curricular space, student-directed time, and opportunities to expand student engagement with the writing process and the ideas they wish to express.
{"title":"“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition","authors":"Stephanie F Reid, Lindsey Moses, Danielle Rylak","doi":"10.1177/14687984251337368","DOIUrl":"https://doi.org/10.1177/14687984251337368","url":null,"abstract":"This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary school is located in the southwestern United States. This multimodal analysis examined the visual and verbal semiotic resources that Regan used to construct her text and explored the meaning potentials of her semiotic choices. Findings show how the linguistic aspects of this first-grade text blended informational, persuasive, and personal narrative genres within an overarching nonfiction text structure. When creating her illustrations, Regan remixed design features and visual conventions from picturebook fiction to offer personal recount and sometimes fantastical narrative components. The images could also operate as a stand-alone image sequence within the overall composition. This study shows how this young author synthesized rich genre knowledge in sometimes unpredictable ways. It also highlights the necessity of curricular space, student-directed time, and opportunities to expand student engagement with the writing process and the ideas they wish to express.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143867021","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 : 2025-04-11DOI: 10.1177/14687984251333544
Marie Tejero Hughes, Carmille Talley
The representation of disability in children’s literature is an essential area of study since children’s literature can impact the perceptions and attitudes of young children towards disability. A comprehensive exploration of this subject can reveal complex and nuanced narratives that significantly influence the development of inclusive and diverse educational environments. This study examined how disability is represented in young children’s books, which are frequently recommended. A detailed coding methodology was employed to identify the key features of the books featuring characters with disabilities, illuminating their specific traits and the manners in which they represent disability. The findings showed that most of the books recommended were categorized as realistic fiction and focused on a single character with a disability. Moreover, this study also provided valuable insights into the portrayals of characters with disabilities, as interpreted by a panel of critical friends identifying as individuals with disabilities. Their insights emphasized both commendable representations in the books reviewed and the demand for more sophisticated portrayals in children’s books. These findings are a significant addition to the existing conversation on the representation of disability in children’s literature, emphasizing the necessity for precise, inclusive, and diverse depictions that encourage empathy, comprehension, and acceptance among young readers.
{"title":"Disabilities in children’s literature: Is the representation accurate and authentic?","authors":"Marie Tejero Hughes, Carmille Talley","doi":"10.1177/14687984251333544","DOIUrl":"https://doi.org/10.1177/14687984251333544","url":null,"abstract":"The representation of disability in children’s literature is an essential area of study since children’s literature can impact the perceptions and attitudes of young children towards disability. A comprehensive exploration of this subject can reveal complex and nuanced narratives that significantly influence the development of inclusive and diverse educational environments. This study examined how disability is represented in young children’s books, which are frequently recommended. A detailed coding methodology was employed to identify the key features of the books featuring characters with disabilities, illuminating their specific traits and the manners in which they represent disability. The findings showed that most of the books recommended were categorized as realistic fiction and focused on a single character with a disability. Moreover, this study also provided valuable insights into the portrayals of characters with disabilities, as interpreted by a panel of critical friends identifying as individuals with disabilities. Their insights emphasized both commendable representations in the books reviewed and the demand for more sophisticated portrayals in children’s books. These findings are a significant addition to the existing conversation on the representation of disability in children’s literature, emphasizing the necessity for precise, inclusive, and diverse depictions that encourage empathy, comprehension, and acceptance among young readers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822667","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 : 2025-03-25DOI: 10.1177/14687984251331324
Lucy Henning
{"title":"Teaching and learning about family literacy and family literacy programs JLynchESPrins. Teaching and learning about family literacy and family literacy programs, Routledge, Abingdon, 2022; 244 pp.: ISBN 9780367371302, Paperback 38.99","authors":"Lucy Henning","doi":"10.1177/14687984251331324","DOIUrl":"https://doi.org/10.1177/14687984251331324","url":null,"abstract":"","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702752","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 : 2025-03-17DOI: 10.1177/14687984251326244
Vincent Pineau, Lise Lemoine, Nathalie Marec-Breton
The present paper provides an overview of research on portrayals of people with disabilities in children’s fiction. A literature search identified 163 studies on this topic. A detailed survey of 78 analyses of corpora of books specifically intended for young children, rather than for adolescents or young adults, showed that most research has focused on certain types of disability, notably neurodevelopmental disorders. In addition, most studies have examined fiction books written in English, which raises the question of whether their results can be generalized to other languages, especially in the case of communication disorders such as dyslexia. This review also reveals the interest expressed by research in the quality of portrayals of disabilities in children’s fiction and the evolution of research on this topic since the 1990s, a decade characterized by the development and implementation of inclusive policies in most North American and European countries.
{"title":"Portrayals of disabilities in Children’s fiction: A literature review of anglophone, francophone and hispanophone studies","authors":"Vincent Pineau, Lise Lemoine, Nathalie Marec-Breton","doi":"10.1177/14687984251326244","DOIUrl":"https://doi.org/10.1177/14687984251326244","url":null,"abstract":"The present paper provides an overview of research on portrayals of people with disabilities in children’s fiction. A literature search identified 163 studies on this topic. A detailed survey of 78 analyses of corpora of books specifically intended for young children, rather than for adolescents or young adults, showed that most research has focused on certain types of disability, notably neurodevelopmental disorders. In addition, most studies have examined fiction books written in English, which raises the question of whether their results can be generalized to other languages, especially in the case of communication disorders such as dyslexia. This review also reveals the interest expressed by research in the quality of portrayals of disabilities in children’s fiction and the evolution of research on this topic since the 1990s, a decade characterized by the development and implementation of inclusive policies in most North American and European countries.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"33 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640741","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 : 2024-12-19DOI: 10.1177/14687984241307381
Margaret S Curwen, Amy Ardell, Laurie MacGillivray
Systems thinking is a holistic framework recognizing the natural and human worlds as interconnected and interdependent. A systems thinking perspective using multimodal literacies can help children address current environmental, social, and economic problems. This qualitative case study captures the possibilities for young children’s expansive and sustained critical thinking across content areas. We asked how do teachers and students in a K-1 classroom apply a systems thinking view of the world’s interconnectedness using multimodal literacy practices to analyze problematic social and ecological issues? During a one-year period, data collection included classroom observations, photographs, student artifacts, and interviews with teachers and students analyzed through distinctions, systems, relationships, and perspectives (Cabrera and Colosi, 2008). We found that students made connections and explored relationships within and across complex systems, imagined solutions to broken systems, and developed as change agents. This article captures children’s ability to be agentive when facing “wicked problems.” These findings demonstrate the capacity of young children to make connections, see relationships, and wrestle with complex social and environmental issues as they develop imaginative solutions.
{"title":"Observers of the world: Primary grade students imagining solutions for broken environmental and social systems","authors":"Margaret S Curwen, Amy Ardell, Laurie MacGillivray","doi":"10.1177/14687984241307381","DOIUrl":"https://doi.org/10.1177/14687984241307381","url":null,"abstract":"Systems thinking is a holistic framework recognizing the natural and human worlds as interconnected and interdependent. A systems thinking perspective using multimodal literacies can help children address current environmental, social, and economic problems. This qualitative case study captures the possibilities for young children’s expansive and sustained critical thinking across content areas. We asked how do teachers and students in a K-1 classroom apply a systems thinking view of the world’s interconnectedness using multimodal literacy practices to analyze problematic social and ecological issues? During a one-year period, data collection included classroom observations, photographs, student artifacts, and interviews with teachers and students analyzed through distinctions, systems, relationships, and perspectives (Cabrera and Colosi, 2008). We found that students made connections and explored relationships within and across complex systems, imagined solutions to broken systems, and developed as change agents. This article captures children’s ability to be agentive when facing “wicked problems.” These findings demonstrate the capacity of young children to make connections, see relationships, and wrestle with complex social and environmental issues as they develop imaginative solutions.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"31 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869901","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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