Young Children's Language in Context

1. Auflage 2024
ISBN: 978-1-032-45998-1
Verlag: Taylor & Francis

Buch, Englisch, 134 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 236 g

This book explores how young children’s language development is intricately connected to the context in which it takes place. The term ‘context’ not only specifies a geographical location, but also encompasses notions of culture, community and activity. ‘Context’ also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions.

Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children’s language and literacy learning opportunities. The chapters interrogate the topic of ‘Young Children’s Language in Context’ by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children’s language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

Zielgruppe

Academic, Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Degotardi, Sheila

Peterson, Shelley Stagg

Hu, Jiangbo

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung

Inhaltsverzeichnis

Introduction—Language in context: positioning young children’s language and literacy learning within place, community and culture 1. Mapping the literature on parent-child language across activity contexts: a scoping review 2. Language expansion in Chinese parent–child mealtime conversations: across different conversational types and initiators 3. ‘I’m a big boy, you’re a baby’. Negotiating labels, group boundaries and identities in an early childhood community of practice 4. Language as context: a case of early literacy practices in New Zealand and Sweden 5. When and why do early childhood educators reminisce with children about their past experiences? 6. Infant educators’ use of mental-state talk in Australia and China: a cross-cultural comparative study 7. Viewing young children’s drawing, talking, and writing through a ‘language as context’ lens: implications for literacy assessment

Über Autor(innen)

Sheila Degotardi is Professor of early childhood education and the Director of the Centre for Research in Early Childhood Education at Macquarie University, Sydney Australia. Her research specialises in infant-toddler pedagogies, with a focus on language, social interactions and inter-personal relatedness.

Shelley Stagg Peterson is Professor of literacy education in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto (Canada). Her current project, Northern Oral language and Writing through Play (NOW Play), uses collaborative action research with teachers and early childhood educators to examine ways in which play and experiential learning can support young children’s language and literacy.

Jiangbo Hu is Professor at Hangzhou College of Child Development and Education, Zhejiang Normal University (China), and an honorary research fellow at Macquarie School of Education, Macquarie University (Australia). Her research focuses on monolingual and bilingual children’s early language experiences across different cultural settings.