The University of Southampton
University of Southampton Institutional Repository

Is every child's voice heard? Longitudinal case studies of 3-year-old children's communicative strategies at home and in a preschool playgroup

Flewitt, Rosie (2003) Is every child's voice heard? Longitudinal case studies of 3-year-old children's communicative strategies at home and in a preschool playgroup University of Southampton, School of Education, Doctoral Thesis , 435pp.

Record type: Thesis (Doctoral)


This ESRC funded study investigates how young children integrate a range of multimodal strategies, including talk, body movement, gesture and gaze, to make and express meaning at home and playgroup during their first year in preschool. Using longitudinal ethnogrpahic video case studies of four 3-year-old children, two boys and two girls, this study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the social, institutional and immediate contexts in which they are situated, particularly with regard to whether at home or in playgroup; with familiar or less familiar other; with adults or peers; with peers of the same sex or age group and with different playgroup activities.

The thesis draws on post-modern interpretations of knowledge and truths to reflect critically on the different pedagogic discourses concerning the role of talk in learning implied in the Foundation Stage Cuurriculum and to revisit Vygtskian and neo-Vygotskian theories of talk and learning in the light of children's multimodal sign making in different settings. Byinterpreting the children's gaze, facial gestures and body movements as part of both communicative and meaning-making processes, the study peices together unique and composite understandings of how children conform to and resist the communicative practices of the 'speech community' (Hymes 1996) within the playgroup studied. These findings in turn give new insights into the genesis of pupil identity and issues of power, control and agency.

Futhermore, the study discusses the development of systems for handling and representing complex video data alongside more traditional data collection methods, including audio recordings, field and diary notes and interviews. The thesis concludes by discussing how the study findings contribute to growing understandings of the multimodal processes of young children's making and expresing of meaning and consequent implications for early years policy and practice.

Video (AVI) Rosie_Flewitt_Doctoral_Thesis_2003.avi - Other
Restricted to Repository staff only
Download (435MB)
PDF 00264679.pdf - Other
Download (15MB)

More information

Published date: September 2003
Organisations: University of Southampton


Local EPrints ID: 184047
PURE UUID: 3e02e772-fba8-41bc-8b3b-3e56a19d45b0

Catalogue record

Date deposited: 04 May 2011 15:47
Last modified: 18 Jul 2017 11:52

Export record


Author: Rosie Flewitt
Thesis advisor: Rosamond Mitchell
Thesis advisor: Gemma Moss

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton:

ePrints Soton supports OAI 2.0 with a base URL of

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.