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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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.
|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
|Date Deposited:||09 Sep 2005|
|Last Modified:||06 Aug 2015 02:17|
Is every child's voice heard? 3-year-old children's multimodal communicative strategies
Funded by: ESRC (PTA-026-27-0099)
1 January 2004 to 30 June 2005
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