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, 25, (3), pp. 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
Digital Object Identifier (DOI): doi:10.1080/09575140500251558
ISSNs: 0957-5146 (print)
Keywords: multimodal communication, preschool, home, 3-year-olds
Subjects:
ePrint ID: 17412
Date :
Date Event
19 August 2005e-pub ahead of print
November 2005Published
Date Deposited: 09 Sep 2005
Last Modified: 16 Apr 2017 23:16
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/17412

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