Pub Date : 2023-08-30DOI: 10.1177/14687984231191058
R. Rogers, Luzkarime Calle-Díaz, Jason Vasser-Elong
This paper presents an analysis of the discursive contours of peacemaking within families as represented in children’s literature. We turned to the Jane Addams Children’s Book Award (JACBA), which recognizes literature that engages children in thinking about peace and social justice. We analyzed the 2015-2021 collection of twenty-six award winning books for younger children. We found at least ten pathways of peacemaking that families engage in through their multimodal literacy practices. Drawing on family-centric peacemaking episodes, we present analytically rich portraits of how peacemaking unfolds at textual, ideational, and interpersonal levels across time, space, and generations. We argue this analysis provides us insight into the historical, political, and social realities that inform students and families’ lives in early childhood literacy classrooms.
{"title":"Family literacies as peacemaking: Representations in Children’s literature","authors":"R. Rogers, Luzkarime Calle-Díaz, Jason Vasser-Elong","doi":"10.1177/14687984231191058","DOIUrl":"https://doi.org/10.1177/14687984231191058","url":null,"abstract":"This paper presents an analysis of the discursive contours of peacemaking within families as represented in children’s literature. We turned to the Jane Addams Children’s Book Award (JACBA), which recognizes literature that engages children in thinking about peace and social justice. We analyzed the 2015-2021 collection of twenty-six award winning books for younger children. We found at least ten pathways of peacemaking that families engage in through their multimodal literacy practices. Drawing on family-centric peacemaking episodes, we present analytically rich portraits of how peacemaking unfolds at textual, ideational, and interpersonal levels across time, space, and generations. We argue this analysis provides us insight into the historical, political, and social realities that inform students and families’ lives in early childhood literacy classrooms.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279542","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 : 2023-08-29DOI: 10.1177/14687984231196232
S. Bennett, A. Gunn, Barbara J. Peterson, Aarti P. Bellara
As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.
{"title":"“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning","authors":"S. Bennett, A. Gunn, Barbara J. Peterson, Aarti P. Bellara","doi":"10.1177/14687984231196232","DOIUrl":"https://doi.org/10.1177/14687984231196232","url":null,"abstract":"As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747546","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 : 2023-08-11DOI: 10.1177/14687984231195179
Robin Samuelsson
While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed.
{"title":"Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community","authors":"Robin Samuelsson","doi":"10.1177/14687984231195179","DOIUrl":"https://doi.org/10.1177/14687984231195179","url":null,"abstract":"While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45888883","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 : 2023-08-03DOI: 10.1177/14687984231189988
Maria Papadopoulou, Katerina Makri, Evgenia Pagkourelia, Evi Kombiadou, Katerina Gaspari
The proliferation and strong presence of new media in young children’s' lives have oriented early childhood research and practice towards the concept of digital literacy, now being an important part of ECE policy and practice worldwide. Children join formal education with a rich repertoire of multimedia, multimodal and digital practices, shaped outside schools, at their home and broader social milieu. Related literature acknowledges a strong relationship between digital media and children’s literacy development. However, little is known about the actual experiences when this relationship is forged. During the interplay with digital and non-digital media and resources, it is interesting to illustrate the connections in literacy gained through different contexts. The DIGILIT Kids project aimed at exploring the literacy practices of preschool children in digital environments. To this end, our research team conducted qualitative research, interviewing parents, preschool educators and children, while, in parallel, observing children's media use with different digital devices, during their school time and collecting their written and electronic works, before and during the research process. The research context was a public kindergarten classroom in Thessaloniki, Greece, with 20 children. Our findings are summarized in this paper through three children’s cases, presented as profiles, representing, to a satisfactory degree, recurrent themes from our whole dataset. The three profiles depict different levels of digital and traditional literacy manifested through children’s practices. Our discussion highlights aspects of the complex relationship of digital media and literacy, as well as the need to bridge the gap between formal and informal ways of literacy learning.
{"title":"Early literacy going digital: Interweaving formal and informal literacy learning through digital media","authors":"Maria Papadopoulou, Katerina Makri, Evgenia Pagkourelia, Evi Kombiadou, Katerina Gaspari","doi":"10.1177/14687984231189988","DOIUrl":"https://doi.org/10.1177/14687984231189988","url":null,"abstract":"The proliferation and strong presence of new media in young children’s' lives have oriented early childhood research and practice towards the concept of digital literacy, now being an important part of ECE policy and practice worldwide. Children join formal education with a rich repertoire of multimedia, multimodal and digital practices, shaped outside schools, at their home and broader social milieu. Related literature acknowledges a strong relationship between digital media and children’s literacy development. However, little is known about the actual experiences when this relationship is forged. During the interplay with digital and non-digital media and resources, it is interesting to illustrate the connections in literacy gained through different contexts. The DIGILIT Kids project aimed at exploring the literacy practices of preschool children in digital environments. To this end, our research team conducted qualitative research, interviewing parents, preschool educators and children, while, in parallel, observing children's media use with different digital devices, during their school time and collecting their written and electronic works, before and during the research process. The research context was a public kindergarten classroom in Thessaloniki, Greece, with 20 children. Our findings are summarized in this paper through three children’s cases, presented as profiles, representing, to a satisfactory degree, recurrent themes from our whole dataset. The three profiles depict different levels of digital and traditional literacy manifested through children’s practices. Our discussion highlights aspects of the complex relationship of digital media and literacy, as well as the need to bridge the gap between formal and informal ways of literacy learning.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42296663","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 : 2023-07-16DOI: 10.1177/14687984231186090
Pamela Beach
This article presents the findings of a scoping review of 26 empirical studies that examined early literacy in Reggio Emilia and Montessori classrooms. A five-stage framework for conducting scoping reviews was used and led to the review of the selected studies. In addition, a thematic content analysis was conducted resulting in four main themes associated with the studies: 1. avenues for literacy learning, 2. home-school connection, 3. early literacy advantages, and 4. enriched literacy environments. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the research that has been conducted on early literacy in Reggio and Montessori environments. In addition, patterns across the two contexts are discussed and suggestions about future research are offered.
{"title":"Research on early literacy in Reggio and Montessori classrooms: A scoping review","authors":"Pamela Beach","doi":"10.1177/14687984231186090","DOIUrl":"https://doi.org/10.1177/14687984231186090","url":null,"abstract":"This article presents the findings of a scoping review of 26 empirical studies that examined early literacy in Reggio Emilia and Montessori classrooms. A five-stage framework for conducting scoping reviews was used and led to the review of the selected studies. In addition, a thematic content analysis was conducted resulting in four main themes associated with the studies: 1. avenues for literacy learning, 2. home-school connection, 3. early literacy advantages, and 4. enriched literacy environments. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the research that has been conducted on early literacy in Reggio and Montessori environments. In addition, patterns across the two contexts are discussed and suggestions about future research are offered.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49266314","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 : 2023-06-23DOI: 10.1177/14687984231186086
J. Erickson, Kelsey E. Davison, Sarah Markmann
How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks within a school-based, pull-out, English-only, reading intervention. Focal children’s motivation-related perceptions were elicited with two participatory interviews. Responses were compared with adults’ evaluations of the children’s behavioral engagement specific to the intervention. All DLLs shared their perceived benefits and costs of intervention involvement and made recommendations for improvement. Exercising autonomy within the intervention was found to be motivating for all children. The degree to which the intervention supported DLLs in sustaining valued connections with friends, family, and teachers also appeared to have a significant influence on motivation. The findings align with and extend existing literature that explores the reading motivation of older DLLs and young monolingual English speakers' motivations for reading within intervention programs. Collectively, findings imply that motivation theory and research, along with DLLs' own program-specific feedback, should inform intervention design and delivery.
{"title":"Toward more motivationally-supportive reading interventions: Learning from young DLLs’ perceptions of English-only programmes","authors":"J. Erickson, Kelsey E. Davison, Sarah Markmann","doi":"10.1177/14687984231186086","DOIUrl":"https://doi.org/10.1177/14687984231186086","url":null,"abstract":"How willing to participate in supplemental reading intervention programs are young dual language learners (DLLs)? Here we employ a qualitative case study design to consider two kindergarten and one first-grade DLLs’ motivation for doing reading tasks within a school-based, pull-out, English-only, reading intervention. Focal children’s motivation-related perceptions were elicited with two participatory interviews. Responses were compared with adults’ evaluations of the children’s behavioral engagement specific to the intervention. All DLLs shared their perceived benefits and costs of intervention involvement and made recommendations for improvement. Exercising autonomy within the intervention was found to be motivating for all children. The degree to which the intervention supported DLLs in sustaining valued connections with friends, family, and teachers also appeared to have a significant influence on motivation. The findings align with and extend existing literature that explores the reading motivation of older DLLs and young monolingual English speakers' motivations for reading within intervention programs. Collectively, findings imply that motivation theory and research, along with DLLs' own program-specific feedback, should inform intervention design and delivery.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256363","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 : 2023-06-19DOI: 10.1177/14687984231184133
Erin Quast
This study analyzes how raciolinguistic ideologies shape children’s identity construction within two American preschool classrooms. Specifically, I attend to the ways three-, four-, and five- year-old Dominant American English-speaking children adopted white listening subject positions and shaped peer interactions in the classroom. Ethnographic data for this comparative case study included children and teacher interviews, classroom observations, and classroom artifact collection. Within- and cross-case analyses revealed three salient raciolinguistic socialization processes: marking of language, racialization of differences, and enacted raciolinguistic hierarchies. Children’s participation within these raciolinguistic processes reflected the local particulars of the classroom, including curriculum, educators’ pedagogies, and classroom demographics. Implication for research and practices that attend to young children's raciolinguistic socialization are discussed
{"title":"I talk normal: A comparative case study of raciolinguistic socialization in preschool","authors":"Erin Quast","doi":"10.1177/14687984231184133","DOIUrl":"https://doi.org/10.1177/14687984231184133","url":null,"abstract":"This study analyzes how raciolinguistic ideologies shape children’s identity construction within two American preschool classrooms. Specifically, I attend to the ways three-, four-, and five- year-old Dominant American English-speaking children adopted white listening subject positions and shaped peer interactions in the classroom. Ethnographic data for this comparative case study included children and teacher interviews, classroom observations, and classroom artifact collection. Within- and cross-case analyses revealed three salient raciolinguistic socialization processes: marking of language, racialization of differences, and enacted raciolinguistic hierarchies. Children’s participation within these raciolinguistic processes reflected the local particulars of the classroom, including curriculum, educators’ pedagogies, and classroom demographics. Implication for research and practices that attend to young children's raciolinguistic socialization are discussed","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290723","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 : 2023-06-07DOI: 10.1177/14687984231182263
Fenfen Qi, Tetriana Ahmed Fauzi, Siti Rohaya Yahaya
The picture book plays a fundamental role in the intellectual and social development of young children. While the simplest of picture books offer an accessible entry-point into basic literacy through the combination of printed word and an image of its referent, picture books in narrative form constitute a significant instrument of socialisation, as a source of both overt and covert ‘ideological’ messages about the world and about social values. This study establishes a referenceable method and framework for identifying the extent to which a given picture book produced for consumption within the Chinese market utilizes pictorial and narratological strategies that are understood to be historically accurate within - and emblematic of – Chinese society’s ideologies and cultural traditions. Ten recently-published picture books for children, each produced by ethnically Chinese authors and widely distributed in the Chinese market are scrutinized using quantitative, qualitative, semiotic and mediaanalysis methodologies. Historic Chinese hand scroll paintings are presented as a useful point of comparison with these picture books, insofar as they provide an enduring example of culturally-specific pictorial conventions of composition, character depictions and interrelations, narrative context and the interplay of text and image. Drawing upon Clare Painter, Martin and Unsworth’s influential work on visual narratives and the Multimodel Discourse Analysis approach, a basic grammar of Chinese visual narratives is established, with conclusions drawn regarding how these inform contemporary picture books for Chinese children.
{"title":"Representing tradition: The construction of culturally-specific visual narratives in Chinese picture books and hand scroll paintings","authors":"Fenfen Qi, Tetriana Ahmed Fauzi, Siti Rohaya Yahaya","doi":"10.1177/14687984231182263","DOIUrl":"https://doi.org/10.1177/14687984231182263","url":null,"abstract":"The picture book plays a fundamental role in the intellectual and social development of young children. While the simplest of picture books offer an accessible entry-point into basic literacy through the combination of printed word and an image of its referent, picture books in narrative form constitute a significant instrument of socialisation, as a source of both overt and covert ‘ideological’ messages about the world and about social values. This study establishes a referenceable method and framework for identifying the extent to which a given picture book produced for consumption within the Chinese market utilizes pictorial and narratological strategies that are understood to be historically accurate within - and emblematic of – Chinese society’s ideologies and cultural traditions. Ten recently-published picture books for children, each produced by ethnically Chinese authors and widely distributed in the Chinese market are scrutinized using quantitative, qualitative, semiotic and mediaanalysis methodologies. Historic Chinese hand scroll paintings are presented as a useful point of comparison with these picture books, insofar as they provide an enduring example of culturally-specific pictorial conventions of composition, character depictions and interrelations, narrative context and the interplay of text and image. Drawing upon Clare Painter, Martin and Unsworth’s influential work on visual narratives and the Multimodel Discourse Analysis approach, a basic grammar of Chinese visual narratives is established, with conclusions drawn regarding how these inform contemporary picture books for Chinese children.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636285","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 : 2023-05-23DOI: 10.1177/14687984231161119
Martina Tassone
This paper explores the literature related to literacy assessment in the early years of schooling in an era of neoliberalism and reports on a key aspect of a study which focused on the literacy assessment practices of early years teachers and literacy leaders in Australian Catholic schools within the Melbourne archdiocese. Background: The study was undertaken in a period following the Melbourne Catholic Education system’s devolution of literacy assessment responsibility to schools after a long period of mandated literacy assessment (1998–2012) but also occurred within a neoliberal high-stakes assessment environment, characterised by heightened levels of teacher accountability. Research Objectives: The intention of the research was to explore the literacy assessment beliefs and practices of teachers in early years classrooms (F–2), to explore the impacts of assessment devolution and the implications in terms of the literacy assessment practices in the early years in Australian Catholic primary schools in the Melbourne Archdiocese. Methods: A predominantly qualitative case study approach consisting of two phases was used to explore literacy assessment in the early years of schooling. Phase 1 consisted of an online questionnaire comprising both open and closed questions, which was completed by 76 literacy leaders from 76 Catholic schools in the Melbourne archdiocese. The questionnaire was designed to elicit information on schools’ literacy assessment practices in the early years and if these had changed since a Catholic Education Melbourne (CEM) policy change in 2012 allowing schools greater autonomy over literacy assessment in the early years. Phase 2 involved semistructured interviews with 23 early years teachers and seven literacy leaders from eight diverse schools to investigate their literacy assessment practices in greater detail and identify how they responded to the opportunities that came with devolved decision-making.
{"title":"Literacy assessment in the early years of schooling in an era of neoliberalism","authors":"Martina Tassone","doi":"10.1177/14687984231161119","DOIUrl":"https://doi.org/10.1177/14687984231161119","url":null,"abstract":"This paper explores the literature related to literacy assessment in the early years of schooling in an era of neoliberalism and reports on a key aspect of a study which focused on the literacy assessment practices of early years teachers and literacy leaders in Australian Catholic schools within the Melbourne archdiocese. Background: The study was undertaken in a period following the Melbourne Catholic Education system’s devolution of literacy assessment responsibility to schools after a long period of mandated literacy assessment (1998–2012) but also occurred within a neoliberal high-stakes assessment environment, characterised by heightened levels of teacher accountability. Research Objectives: The intention of the research was to explore the literacy assessment beliefs and practices of teachers in early years classrooms (F–2), to explore the impacts of assessment devolution and the implications in terms of the literacy assessment practices in the early years in Australian Catholic primary schools in the Melbourne Archdiocese. Methods: A predominantly qualitative case study approach consisting of two phases was used to explore literacy assessment in the early years of schooling. Phase 1 consisted of an online questionnaire comprising both open and closed questions, which was completed by 76 literacy leaders from 76 Catholic schools in the Melbourne archdiocese. The questionnaire was designed to elicit information on schools’ literacy assessment practices in the early years and if these had changed since a Catholic Education Melbourne (CEM) policy change in 2012 allowing schools greater autonomy over literacy assessment in the early years. Phase 2 involved semistructured interviews with 23 early years teachers and seven literacy leaders from eight diverse schools to investigate their literacy assessment practices in greater detail and identify how they responded to the opportunities that came with devolved decision-making.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488917","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 : 2023-05-11DOI: 10.1177/14687984231175341
H. Laursen, L. M. Daugaard
Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn a king and asked their parents to write the word ‘king’ in the languages spoken at home. In this article, we ask how such small signs on a piece of paper can have such a big appeal to children and pave the way for a lot of metalanguaging. Our analysis points to a need for an expansion of a common gaze at the sign that goes beyond its communicative and referential meaning and directs attention to its aesthetic and subjective appeal as well as its intersubjective potential. Such a perspective pushes us to deepen our understanding of early literacy, acknowledging children’s affective and reflective paths leading to literacy. It also prompts us to broaden the scope of ‘the metalinguistic’ to embrace the ways it is shaped in interaction and contributes to shared experiences and involvements.
{"title":"Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class","authors":"H. Laursen, L. M. Daugaard","doi":"10.1177/14687984231175341","DOIUrl":"https://doi.org/10.1177/14687984231175341","url":null,"abstract":"Drawing on recent literacy research that foregrounds affect and space, we trace the creation of an early literacy learning space as it emerges through a group conversation between a preschool class teacher and five multilingual children at age 5–6. Our analysis is driven by a fascination of the bodily intensity and emotional energies that arose during the activity, in which the children were to tell each other about a card on which they had drawn a king and asked their parents to write the word ‘king’ in the languages spoken at home. In this article, we ask how such small signs on a piece of paper can have such a big appeal to children and pave the way for a lot of metalanguaging. Our analysis points to a need for an expansion of a common gaze at the sign that goes beyond its communicative and referential meaning and directs attention to its aesthetic and subjective appeal as well as its intersubjective potential. Such a perspective pushes us to deepen our understanding of early literacy, acknowledging children’s affective and reflective paths leading to literacy. It also prompts us to broaden the scope of ‘the metalinguistic’ to embrace the ways it is shaped in interaction and contributes to shared experiences and involvements.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114268","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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