‘Every day he has a dream to tell’: classroom literacy curriculum in a full-day kindergarten

Heydon, Rachel; Moffatt, Lyndsay; Iannacci, Luigi

doi:10.1080/00220272.2014.1000381

Cited by 18 publications

(7 citation statements)

References 30 publications

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“…The socio-material theory has been at the forefront of educational studies in the last decade, with researchers taking a synergistic approach to social and natural influences in children’s development and education (Fenwick et al, 2015 ). Rooted in concepts originally developed in cultural historical activity theory, actor-network, spatial and material theories, socio-materiality is a conceptual response and critique of linear, dichotomous and reductive approaches to children’s learning (Heydon et al, 2015 ; Rowsell & Pahl, 2015 ). Socio-material researchers highlight that learning happens through transactions with material and human artefacts that are distributed across local and global spaces and that in their socio-material assemblages, provide learning opportunities and identity options (Kervin, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Kucirkova

Grøver

2022

Early Childhood Educ J

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Parents’ attitudes are an important indicator of whether and how parents engage in shared book reading (SBR) at home. This study analysed Norwegian parents’ attitudes towards reading books with their children aged between 1–4.5 years. Thematic analysis of data from 24 interviews revealed two main themes in parents’ accounts: agency (the child’s independence, the adult’s control as well as their shared control during SBR) and embodiment (physical presence and intimate experience of a SBR session). Both themes correspond to parents’ preference for reading print rather than digital books with their children. Findings are discussed from the socio-material theoretical perspective, with attention to their practical and policy implications.

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Section: Introductionmentioning

confidence: 99%

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Kucirkova

Grøver

2022

Early Childhood Educ J

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“…Inspired by Heydon et al (2015), this investigation followed a multiple case studies design to 'illuminate the complexity and interrelatedness of factors' and to paint a 'wide contextual picture' (Cresswell et al, 2011: 325). The qualitative 'tools' of participant observation, interviews with parents and short, open-ended questionnaires complemented by parents' reflective notes and researcher field notes led to the generation of a rich data set.…”

Section: Methodsmentioning

confidence: 99%

Understanding parents’ conflicting beliefs about children’s digital book reading

Kucirkova

Flewitt

2020

Journal of Early Childhood Literacy

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In light of growing evidence that many parents are deeply concerned about their young children’s increasing technology use, in this paper we report on aspects of a study funded by the UK Economic and Social Research Council, where we sought to understand parents’ views on children’s digital book reading. We introduced seven families to four award-winning digital books (story apps and e-books), observed how the mothers mediated their children’s digital book reading over a period of several weeks and subsequently interviewed the mothers about their shared reading experiences with the digital books. Focusing on the interview data and drawing on the theoretical framework of socio-materiality, this paper reports on how parents’ views about digital book features were entangled with their social perceptions of the value of digital reading. Analysis of parents’ accounts show three conflicted themes of trust/mistrust, agency/dependency and nostalgia/realism in parental attitudes towards their children’s reading on screens. The paper concludes with a discussion of how these findings regarding the unresolved dichotomies inherent in parental views about their children’s digital reading are highly relevant for future research on parental mediation of their children’s learning with digital media.

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“…The socio-material theory has been at the forefront of educational studies in the last decade, with researchers taking a synergistic approach to social and natural influences in children's development and education (Fenwick et al, 2015). Rooted in concepts originally developed in cultural historical activity theory, actor-network, spatial and material theories, socio-materiality is a conceptual response and critique of linear, dichotomous and reductive approaches to children's learning (Heydon et al, 2015;Rowsell & Pahl, 2015). Sociomaterial researchers highlight that learning happens through transactions with material and human artefacts that are distributed across local and global spaces and that in their socio-material assemblages, provide learning opportunities and identity options (Kervin, 2016).…”

Section: Socio-materialitymentioning

confidence: 99%

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Kucirkova

Grøver

2022

SSRN Journal

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‘Every day he has a dream to tell’: classroom literacy curriculum in a full-day kindergarten

Cited by 18 publications

References 30 publications

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

Understanding parents’ conflicting beliefs about children’s digital book reading

The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children

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