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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).

Record type: Article

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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More information

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

Catalogue record

Date deposited: 09 Sep 2005
Last modified: 17 Jul 2017 16:38

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Contributors

Author: Rosie Flewitt

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