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Storytelling in Early Childhood is a captivating book which
explores the multiple dimensions of storytelling and story acting
and shows how they enrich language and literacy learning in the
early years. Foregrounding the power of children's own stories in
the early and primary years, it provides evidence that storytelling
and story acting, a pedagogic approach first developed by Vivian
Gussin Paley, affords rich opportunities to foster learning within
a play-based and language-rich curriculum. The book explores a
number of themes and topics, including: the role of imaginary play
and its dynamic relationship to narrative; how socially situated
symbolic actions enrich the emotional, cognitive and social
development of children; how the interrelated practices of
storytelling and dramatisation enhance language and literacy
learning, and contribute to an inclusive classroom culture; the
challenges practitioners face in aligning their understanding of
child literacy and learning with a narrow, mandated curriculum
which focuses on measurable outcomes. Driven by an international
approach and based on new empirical studies, this volume further
advances the field, offering new theoretical and practical analyses
of storytelling and story acting from complementary disciplinary
perspectives. This book is a potent and engaging read for anyone
intrigued by Paley's storytelling and story acting curriculum, as
well as those practitioners and students with a vested interest in
early years literacy and language learning. With contributions from
Vivian Gussin Paley, Patricia 'Patsy' Cooper, Dorothy Faulkner,
Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou.
How do views about children shape research concerned with their
lives? What different forms can research with children take? What
ethical issues does it involve? How does it impact on policy and
practice, and on the lives of children themselves? This book helps
you to understand how research is designed and carried out to
explore questions about the lives of children and young people. It
tackles the methodological, practical and ethical challenges
involved, and features examples of actual research that illustrate:
Different strategies for carrying out research Common challenges
that arise in the research process Varying modes of engagement that
researchers can adopt with participants and audiences; and The
impact that research can have on future studies, policy and
practice.
Storytelling in Early Childhood is a captivating book which
explores the multiple dimensions of storytelling and story acting
and shows how they enrich language and literacy learning in the
early years. Foregrounding the power of children's own stories in
the early and primary years, it provides evidence that storytelling
and story acting, a pedagogic approach first developed by Vivian
Gussin Paley, affords rich opportunities to foster learning within
a play-based and language-rich curriculum. The book explores a
number of themes and topics, including: the role of imaginary play
and its dynamic relationship to narrative; how socially situated
symbolic actions enrich the emotional, cognitive and social
development of children; how the interrelated practices of
storytelling and dramatisation enhance language and literacy
learning, and contribute to an inclusive classroom culture; the
challenges practitioners face in aligning their understanding of
child literacy and learning with a narrow, mandated curriculum
which focuses on measurable outcomes. Driven by an international
approach and based on new empirical studies, this volume further
advances the field, offering new theoretical and practical analyses
of storytelling and story acting from complementary disciplinary
perspectives. This book is a potent and engaging read for anyone
intrigued by Paley's storytelling and story acting curriculum, as
well as those practitioners and students with a vested interest in
early years literacy and language learning. With contributions from
Vivian Gussin Paley, Patricia 'Patsy' Cooper, Dorothy Faulkner,
Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou.
As fast-evolving technologies transform everyday communication and
literacy practices, many young children find themselves immersed in
multiple digital media from birth. Such rapid technological change
has consequences for the development of early literacy, and the
ways in which parents and educators are able to equip today's young
citizens for a digital future. This seminal Handbook fulfils an
urgent need to consider how digital technologies are impacting the
lives and learning of young children; and how childhood experiences
of using digital resources can serve as the foundation for present
and future development. Considering children aged 0-8 years,
chapters explore the diversity of young children's literacy skills,
practices and expertise across digital tools, technologies and
media, in varied contexts, settings and countries. The Handbook
explores six significant areas: Part I presents an overview of
research into young children's digital literacy practices, touching
on a range of theoretical, methodological and ethical approaches.
Part II considers young children's reading, writing and
meaning-making when using digital media at home and in the wider
community. Part III offers an overview of key challenges for early
childhood education presented by digital literacy, and discusses
political positioning and curricula. Part IV focuses on the
multimodal and multi-sensory textual landscape of contemporary
literary practices, and how children learn to read and write with
and across media. Part V considers how digital technologies both
influence and are influenced by children's online and offline
social relationships. Part VI draws together themes from across the
Handbook, to propose an agenda for future research into digital
literacies in early childhood. A timely resource identifying and
exploring pedagogies designed to bolster young children's digital
and multimodal literacy practices, this key text will be of
interest to early childhood educators, researchers and
policy-makers.
Research Methods for Early Childhood Education takes an
international perspective on research design and illustrates how
research methods are inextricably linked to cultural and
theoretical understandings of early childhood, young children's
competences and the purposes of education. The book offers a
critical and reflective approach to established and innovative
research methods in early childhood education, making links between
diverse methodologies, methods and theory, with illustrative
examples of research in practice. Each chapter addresses a specific
methodological approach, linking the methodology to early childhood
education with vignettes as examples of research practice in the
global north, south, east and west, and offering practical examples
and critical thinking around new theoretical understandings of
early childhood across geographical and cultural contexts. The book
critically examines: - the role of the researcher -
conceptualisations of how research is undertaken; - how early
childhood education is understood; - the often sensitive nature of
conducting research with young children; - how young children can
be included as active research participants. Throughout, the book
emphasises ethical and methodological issues that arise from
undertaking research in diverse social and cultural contexts.
Further reading lists provide a selection of seminal and recent
studies that have adopted each methodological approach.
Research Methods for Early Childhood Education takes an
international perspective on research design, and illustrates how
research methods are inextricably linked to cultural and
theoretical understandings of early childhood, young children's
competences and the purposes of education. The book offers a
critical and reflective approach to established and innovative
research methods in early childhood education, making links between
diverse methodologies, methods and theory, with illustrative
examples of research in practice. Each chapter addresses a specific
methodological approach, linking the methodology to early childhood
education with vignettes as examples of research practice in the
global north, south, east and west, offering practical examples and
critical thinking around new theoretical understandings of early
childhood across geographical and cultural contexts. The book
critically examines: - the role of the researcher -
conceptualisations of how research is undertaken; - the often
sensitive nature of conducting research with young children; - how
early childhood education is understood; - how young children can
be included as active research participants. Throughout, the book
emphasises ethical and methodological issues that arise from
undertaking research in mono-cultural and cross-cultural contexts.
Annotated further reading lists provide a selection of seminal and
recent studies that have adopted each methodological approach.
How do views about children shape research concerned with their
lives? What different forms can research with children take? What
ethical issues does it involve? How does it impact on policy and
practice, and on the lives of children themselves? This book helps
you to understand how research is designed and carried out to
explore questions about the lives of children and young people. It
tackles the methodological, practical and ethical challenges
involved, and features examples of actual research that illustrate:
Different strategies for carrying out research Common challenges
that arise in the research process Varying modes of engagement that
researchers can adopt with participants and audiences; and The
impact that research can have on future studies, policy and
practice.
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