Literacies as Con"texta": Notational Acts during "A Day in the Life"

Autor/inn/en	Cameron, Catherine Ann; Pinto, Giuliana
Titel	Literacies as Con"texta": Notational Acts during "A Day in the Life"
Quelle	In: Interchange: A Quarterly Review of Education, 51 (2020) 1, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-020-09387-0
Schlagwörter	Interpersonal Relationship; Cultural Awareness; Individual Development; Literacy; Experience; Cognitive Processes; Young Children; Emergent Literacy; Freehand Drawing; Musical Composition; Numbers; Multiple Literacies; Child Development; Cognitive Development; Signs + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cultural identity; Kulturelle Identität; Individuelle Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Erfahrung; Cognitive process; Kognitiver Prozess; Frühe Kindheit; Frühleseunterricht; Drawing; Zeichnen; Komponieren; Zahlenraum; Kindesentwicklung; Kognitive Entwicklung; Zeichensystem
Abstract	Guided by two perspectives, one theoretical, and the other, methodological, we assume that social interactions provide organizing principles for transforming natural human growth into cultural development. From birth onward, the healthy child is primed to be "in transaction" with their caregivers, their surroundings, co-constructing the narrative, the "textum," of their life. We see becoming literate, putting "Minds on Paper", as a context-embedded process, exemplifying the widespread processes through which young children co-construct and share their meanings of the world in which they live. Our quasi-ecological methodology, "A Day in the Life (DITL)" is accomplished by filming an entire "day" in the daily lives of participants. This approach facilitates capturing emergent 'literacy' as 'literacies', or the ability to grasp the variously distributed symbolic nature of environmental signs, drawings, musical notations, numbers and see them, as they develop, as expressions of their own minds in concert with the minds of others, across different contexts or settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01