Teresa Cremin, Rosie Flewitt, Ben Mardell and Joan Swann (eds), <i>Storytelling in early childhood enriching language, literacy and classroom culture</i>

Whitty, Pam; LeBlanc-Haley, Joanne

doi:10.1177/1468798421997683

Cited by 1 publication

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our novel insights about the story experiences of a 1-year-old child extend the previous work of scholars who have explored the literacy experiences of older children across home-ECE settings (e.g. Flewitt et al., 2009) and in culturally and linguistically diverse communities (Flewitt, 2017). Multimodal ethnography was critical in our study, demonstrating that 1-year-old children are competent, confident communicators and storytellers if their contributions are viewed through a sociocultural, semiotic lens.…”

Section: Discussionsupporting

confidence: 69%

“…Other research using multimodal ethnography has also revealed the rich and embodied storytelling competencies of emerging bi/multi-lingual children in culturally and linguistically diverse communities. Flewitt (2017) explored the ways in which two boys (aged 3 and 5 years), who had recently immigrated to the UK, shared narratives in their early-years setting through ensembles of gaze, gestures and body posture but little spoken English. These studies demonstrate the potential for multimodal ethnography to explore communicative and literacy interactions in children aged 3–5 years across home and ECE settings in diverse communities.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Toddlers as active, competent story weavers: Lexie’s story

White

Gaffney

Hedges

2021

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

Communication and literacy development of young children is shaped by the nature of social and cultural relationships in everyday situations. Few studies, however, have explored early story experiences encountered by infants and toddlers in naturalistic settings. We argue that personal stories about everyday lived experiences are a vital context for considering how toddlers develop communicative competencies as they participate in these stories within their families and communities. The paper presents selected findings from a qualitative study underpinned by a broad theoretical view of story embedded in a sociocultural, participatory framework. We contend that stories are collaborative, social endeavours in which intersubjectivity is accomplished collectively and multimodally. Evidence is offered of the communicative process enacted by 1-year-old Lexie, her parent, teacher and peers, as they shared meaning together in a personal story about eating lunch. Lexie and her family were participants in a wider study of the story experiences of 1-year-old toddlers, within and across their family home and early childhood settings, in a culturally diverse community of Aotearoa New Zealand. Drawing on multimodal ethnography and video data, findings illustrate how Lexie and her family, teacher and peers actively participated together in the weaving of a shared personal story using verbal, visual and kinaesthetic forms of communication. The study contributes to the field of early childhood literacy by providing unique insights into the potential of everyday personal stories as a valuable context for exploring ways children’s communicative competencies are developed through relationships in family and community settings.

show abstract

Section: Discussionsupporting

confidence: 69%

mentioning

confidence: 99%