Barnehagens garderobe som semiotisk landskap – og et sted for barns literacy?

This article examines the ECEC’s changing room as a semiotic landscape. The material consists of a total of 1,101 photographs of texts in thirteen ECEC changing rooms and conversations with the various departments’ ECEC teachers about these texts. The study has two purposes: The first is to contribute to the development of knowledge about the changing rooms as a semiotic landscape. The second is to discuss how this semiotic landscape can have a didactic potential for the development of children’s literacy. The study is placed within a social semiotic framework (Halliday, 1998; Halliday & Matthiessen, 2014; Kress, 2010). We analyze and discuss the ECEC changing room as a complex semiotic landscape (Jarowsky & Thurlow, 2010) consisting of different text producers, variation in the design of the texts and with texts performing various communicative acts. In addition, we discuss how this semiotic landscape can contribute to spontaneous and exploratory literacy in ECEC institutions, how ECEC teachers can involve children in text production, and how children’s texts can be included within the semiotic landscape of the changing room.