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Orchestration in preschool - children and technological tools in concert
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0001-6100-6201
Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.ORCID iD: 0000-0002-3611-7847
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-26427OAI: oai:DiVA.org:hj-26427DiVA: diva2:809854
Available from: 2015-05-05 Created: 2015-05-05 Last updated: 2016-08-10
In thesis
1. Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi
Open this publication in new window or tab >>Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Young children’s sign- and meaning making processes in preschool : Exploring multimodal language and interactions with technology
Abstract [en]

This thesis explores how activities that young children are engaged in within the preschool environment, can be understood in terms of early language and literacy processes. The overall aim is to construct knowledge about young children’s spontaneous sign processes as well as meaning making and early literacy processes in preschool. A wider aim is to contribute to the theoretical understanding of young children’s multimodal use of language. More specifically, there is an interest to show how preschool educators describe and analyse young children’s literacy and how young children construct language in interaction with other children and technology. The overall theoretical view of is a social constructionist perspective of language and knowledge. Young childrens’ early literacy is seen from Early Childhood Literacy and multimodal views. The results are presented in four studies that together construct knowledge about the overall aim. The first two studies, based on focus groups, give insight into preschool educators’ views, and professional language about young children’s literacy. Young children’s interactions with each other and an interactive board (IWB), were then explored by video recordings in the third and fourth studies. The interactions are discussed in relation to sign- and meaning making, imagination and creativity. The professional language of Swedish preschool educators is eventually discussed as a dialogism of earlier theoretical and leading voices. The use of concepts such as bodily alliterations and pictographic writing are proposed as ways to expand the theoretical approach to young children’s literacy processes in preschool.

By observing childrens interactions and view their bodily activities and their use of resources as doing literacy- and language their literacy could be challenged in preschools in its own right, and seen as literacy education.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication, Jönköping University, 2015. 142 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 30
Keyword
young preschoolers, meaning making, literacy, multimodality, preschool, technology
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-26423 (URN)978-91-628-9439-9 (ISBN)978-91-628-9449-5 (digital) (ISBN)
Public defence
2015-06-04, HJ-aulan, Högskolan för lärande och kommunikation, Gjuterigatan 5, Jönköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2015-05-05 Created: 2015-05-05 Last updated: 2015-10-13Bibliographically approved

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Citation style
  • apa
  • harvard1
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  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
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