Young Children's Music Play Ideas: Two Case Studies of Syncretic Literacy Practice in Classroom and Home Settings

Autor/in	Tomlinson, Michelle M.
Titel	Young Children's Music Play Ideas: Two Case Studies of Syncretic Literacy Practice in Classroom and Home Settings
Quelle	In: International Journal of Early Childhood, 47 (2015) 1, S.119-134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-014-0128-3
Schlagwörter	Music; Play; Literacy Education; Cultural Influences; Social Influences; Interaction; Prior Learning; Case Studies; Music Activities; Rural Areas; Urban Areas; Early Childhood Education; Family Environment; Young Children; Interpersonal Communication; Nonverbal Communication; Spatial Ability; Visual Perception; Cooperation; Semiotics + Suchen Sie Ihr Suchwort? Musik; Spiel; Cultural influence; Kultureinfluss; Sozialer Einfluss; Interaktion; Vorkenntnisse; Case study; Fallstudie; Case Study; Musikalische Aktion; Rural area; Ländlicher Raum; Urban area; Stadtregion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Familienmilieu; Frühe Kindheit; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Co-operation; Kooperation; Semiotik
Abstract	This critical enquiry into co-construction of meaning in music play uses applied literacy practices to explore children's multimodal interactions. It shows evidence of cultural and social framing of their music making, their forms of organisation and ways of reinventing cultural knowledge during interaction. Using visual methodology and multimodal analysis, this study documents how children in diverse contexts intentionally transmit and redesign prior knowledge. Two case studies of diverse music activities, one in an early childhood rural setting and one in an inner-urban home setting, detail how two five-year-old children expanded communication with each other or with an adult using gestural, audio, spatial and visual modes as semiotic resources. These two multimodal experiences in music play are discussed to demonstrate how, in both situated events, young children demonstrated semiotic import of composing resources to transform prior knowledge in co-operative play. The activities illustrate how music play is a crucial element of everyday learning in early childhood settings. Teachers may promote learning by providing opportunities for children to co-construct and enact literacy in ways that transcend the curricular context. They expand literacy into larger worlds by recognising modes of gesture and spatial relations as students communicate life experiences through music play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01