Movement, Meaning and Affect and Young Children's Early Literacy Practices

Autor/in	Daniels, Karen
Titel	Movement, Meaning and Affect and Young Children's Early Literacy Practices
Quelle	In: International Journal of Early Years Education, 29 (2021) 1, S.41-55 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniels, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2019.1701998
Schlagwörter	Foreign Countries; Human Body; Motion; Play; Preschool Children; Preschool Education; Classroom Environment; Student Interests; Nonverbal Communication; Literacy; Physical Activities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Menschlicher Körper; Bewegungsablauf; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Studieninteresse; Non-verbal communication; Nonverbale Kommunikation; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This paper reports on an analysis of patterns of children's bodily movements in an Early Years classroom. I illustrate two prevalent patterns identified during close observations of children's walking movements as they as they followed their interests while accessing continuous provision in an Early Years setting in England. I termed the patterned pathways movement/ interest formations and draw a relationship between these formations and affective atmospheres, suggesting that these atmospheres were created by the dynamics and flows of children's ongoing bodily movements. I propose that affective atmospheres and movement/interest formations are intricately connected to child-produced meanings as children re-imagine, re-shape and re-purpose classroom spaces and materials. In this way I contribute to conceptual understandings role of children's whole bodily movements and the accompanying affective atmospheres in the emergence of young children's literacy practices. My findings substantiate viewpoints that children should be provided with the opportunity to engage in exploratory play and move freely in education settings. Furthermore, I suggest that practitioners be attuned to the the affective dimensions of young children's emerging literacy practices in Early Years classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01