This chapter centres on how children's informal acquisition of textual knowledge is used or not used when children and teachers interact in formal literacy situations involving digital tools in preschool. When an interactive learning environment becomes meaningful in the eyes of children, there is potential for creativity and learning and children become competent agents in their own context and cultural environment. The empirical starting point for the chapter is qualitative observations made for a research project at a Swedish preschool. The study was organised as design-based research. The study displayed an interesting dimension of interaction in which the child had or assumed agency in dialogue with an adult. This involved occasions when the teacher was responsive to understanding the child's cultural backpack. The study is based on didactic design theories. The perspective adds to the understanding of learning in relation to human sign-creating activities.
Children's Cultural Backpack and Preschool Education
