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
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
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.
multimodal communication, preschool, home, 3-year-olds
207-222
Flewitt, Rosie
a5f82d99-1c17-4fea-bb98-9a9f6acc3e83
November 2005
Flewitt, Rosie
a5f82d99-1c17-4fea-bb98-9a9f6acc3e83
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, 25 (3), .
(doi:10.1080/09575140500251558).
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.
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e-pub ahead of print date: 19 August 2005
Published date: November 2005
Keywords:
multimodal communication, preschool, home, 3-year-olds
Identifiers
Local EPrints ID: 17412
URI: http://eprints.soton.ac.uk/id/eprint/17412
ISSN: 0957-5146
PURE UUID: 3dd1001f-4d4a-471c-bea0-5beaba808c6a
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Date deposited: 09 Sep 2005
Last modified: 15 Mar 2024 05:59
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Author:
Rosie Flewitt
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