Sensing and Configuring the World with Text: Bringing Neo-Vygotskian Thinking into Dialogue with More-Than-Human Literacies in Early Childhood

Autor/in	Rodriguez Leon, Lucy
Titel	Sensing and Configuring the World with Text: Bringing Neo-Vygotskian Thinking into Dialogue with More-Than-Human Literacies in Early Childhood
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 2, S.253-268 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez Leon, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.2008321
Schlagwörter	Learning Theories; Sociocultural Patterns; Preschool Children; Literacy; Child Development; Vignettes; Reader Text Relationship; Preschool Education; Ethnography; Picture Books; Play; Self Concept; Inclusion; Intention; Transformative Learning; Affective Behavior + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Soziokulturelle Theorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; Kindesentwicklung; Ethnografie; Picture book; Bilderbuch; Spiel; Selbstkonzept; Inklusion; Pädagogische Transformation; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Research framed by evolving sociocultural theories have been fundamental in advancing the study of early childhood literacies. More recently the field has been enriched by posthumanist theories that have shifted the analytic gaze from children's participation in literacy practices and events, to the fluid relationality of literacies. Concurrently, neo-Vygotskian scholars have advanced cultural-historical concepts to study a child and their environment in unity. This paper brings neo-Vygotskian thinking into dialogue with 'more-than-human' literacies in early childhood. Drawing on vignettes generated from an ethnography involving 3-4-year-old children, the paper explores the in-between-ness of young children and the socio-material environment during encounters with text, to seek insights into the emerging idiosyncratic, subjectively, and relationally produced experiences. From this conceptual space, the paper considers the ways in which children's intention and orientation emerge with text and how micromoments in relations can be sites of potential transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01