Embodied Meaning-Making: Using Literacy-as-Event to Explore a Young Child's Small World Play

Autor/in	Hulston, Samantha Jayne
Titel	Embodied Meaning-Making: Using Literacy-as-Event to Explore a Young Child's Small World Play
Quelle	In: Literacy, 57 (2023) 3, S.327-339 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hulston, Samantha Jayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12336
Schlagwörter	Literacy; Language Acquisition; Play; Narration; Interpersonal Relationship; Object Manipulation; Story Reading; Young Children + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Frühe Kindheit
Abstract	This article uses the concept of literacy-as-event to explore the embodied meaning-making of a young child during small world play. Recent developments in literacy research, influenced by relational thinking, have led to a reconsideration of how meaning-making unfolds in home and school settings. The concept of literacy-as-event suggests that meaning-making is unpredictable and dynamic, responding to novel socio-material interactions between texts, people, objects and moments. This view suggests that there is a need to ensure children have opportunities to engage with embodied and material meaning-making beyond shared reading events. In this article, small world play after a shared reading event is positioned as enabling socio-material meaning-making through embodied and material encounters with people and objects. A single episode of small world play is presented for analysis. A multimodal analytical approach is used, drawing attention to the embodied interactions between a child, her adult and objects. Analysis of the data shows that the young child's meaning-making involved moments of physical and material "almost-hiatus," followed by erratic movements. These often unexpected fluctuations, between stillness and motion, created generative tensions between the child and her adult, enabling creative "swerves" in engagement between narrative action, character traits and story themes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01