Children's Language Use in ECEC in a Child Perspective

Autor/inn/en	Ahrenkiel, Annegrethe; Holm, Lars; Eilenberg, Laura Østergaard
Titel	Children's Language Use in ECEC in a Child Perspective
Quelle	In: Ethnography and Education, 16 (2021) 4, S.420-436 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2021.1943699
Schlagwörter	Ethnography; Child Care Centers; Foreign Countries; Language Usage; Early Childhood Education; Play; Video Technology; Preschool Children; Interaction Process Analysis; Language Acquisition; Rural Areas; Vocabulary Development; Childrens Attitudes; Denmark + Suchen Sie Ihr Suchwort? Ethnografie; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Sprachgebrauch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prozessanalyse; Sprachaneignung; Spracherwerb; Rural area; Ländlicher Raum; Wortschatzarbeit; Dänemark
Abstract	With inspiration from research in linguistic ethnography and children's perspectives, this article examines children's language use in Early Childhood Education and Care (ECEC) in a child perspective. The article is based on ethnographic fieldwork including video recordings from four children's entire days in a Danish day care centre. A multimodal analysis of an extended play sequence demonstrates how children's interactional language use is a creative and collective process that provides multiple opportunities to use and develop language practices, where children constantly align with each other to continue their common endeavours. The findings point to a need for broadening the conceptual understanding of language and of children's language learning as an integral part of children's everyday life in ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01