Reading with a Crayon: Pre-Conventional Marginalia as Reader Response in Early Childhood

Autor/in	Fischer, Sarah
Titel	Reading with a Crayon: Pre-Conventional Marginalia as Reader Response in Early Childhood
Quelle	In: Children's Literature in Education, 48 (2017) 2, S.134-151 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fischer, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-016-9292-4
Schlagwörter	Young Children; Reader Response; Documentation; Toddlers; Preschool Children; Picture Books; Freehand Drawing; Emergent Literacy; Aesthetics + Suchen Sie Ihr Suchwort? Frühe Kindheit; Leserbrief; Dokumentation; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Picture book; Bilderbuch; Drawing; Zeichnen; Frühleseunterricht; Ästhetik
Abstract	Child-produced marginalia, annotations written or drawn in the margins of a text by a young reader, have been stigmatized as devaluing the book on which it was created and often dismissed as "graffiti." Recent historical studies of marginalia created by older children, those who have mastered conventional writing and drawing, have challenged this notion by looking at extratextual annotations as a means to understanding children's diverse uses of books as both intellectual and physical objects. However, pre-conventional scribbles on books by very young children have not been explored as artifacts of emergent literacy practices or reader response. Yet, scholarship in the fields of literacy education, art education, early childhood education and theories of place suggest that children can develop expectations for books in the first few years of life and that their earliest drawing experiences show evidence of intentionality. This reader response study draws from video data of three-year-old Elijah and his eighteen-month-old sister, Hannah, to explore the production, of pre-conventional marginalia in early childhood. The findings of this study suggest that toddlers and preschool-aged children can understand books as distinct and pleasurable artifacts in their immediate environments, that the marks they make in their picturebooks are evidence of reader response, that the act of drawing enables them to engage in a fictional landscape, and that pre-conventional marginalia can provide us with insight into very young children's earliest aesthetic responses to texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01