Is every child's voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a preschool playgroup


Flewitt, Rosie (2005) Is every child's voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a preschool playgroup. Early Years: International Journal of Research and Development, 25, (3), 207-222. (doi:10.1080/09575140500251558).

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Description/Abstract

This ESRC-funded study explores how 3-year-old children use a range of ‘voices’ during their first year in preschool, investigating how they make and express meaning ‘multimodally’ through combinations of talk, body movement, facial expression and gaze in the two different settings of home and playgroup. Using longitudinal ethnographic video case studies of four children, two boys and two girls, the study identifies patterns in the children’s uses of different communicative strategies that relate to the dynamics of the institutional and immediate contexts in which they are situated. The findings imply that the current focus on talk in the early years may be detracting from the diversity of ways children make and express meaning.

Item Type: Article
Related URLs:
Keywords: multimodal communication, preschool, home, 3-year-olds
Subjects: L Education > LB Theory and practice of education
L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > School of Education
ePrint ID: 17412
Date Deposited: 09 Sep 2005
Last Modified: 28 Mar 2014 15:18
Projects:
Unknown (PTA-026-27-0099)
Funded by: ESRC (PTA-026-27-0099)
UNSPECIFIED to UNSPECIFIED
URI: http://eprints.soton.ac.uk/id/eprint/17412

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