scholarly journals ‘From bricks to clicks’: Hybrid commercial spaces in the landscape of early literacy and learning

2011 ◽  
Vol 11 (2) ◽  
pp. 114-140 ◽  
Author(s):  
Helen Nixon
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Literacy Learning ◽  
Early Learning ◽  
Shopping Mall ◽  
Online Environment ◽  
Learning And Development ◽  
Parents And Children ◽  
Online Spaces ◽  
Commercial Spaces

In their quest for resources to support children’s early literacy learning and development, parents encounter and traverse different spaces in which discourses and artifacts are produced and circulated. This paper uses conceptual tools from the field of geosemiotics to examine some commercial spaces designed for parents and children that foreground preschool learning and development. Drawing on data generated in a wider study, I discuss some of the ways in which the material and virtual commercial spaces of a transnational shopping mall company and an educational toy company operate as sites of encounter between discourses and artifacts about children’s early learning and parents of preschoolers. I consider how companies connect with and ‘situate’ people as parents and customers, and then offer pathways designed for parents to follow as they attempt to meet their very young children’s learning and development needs. I argue that these pathways are both material and ideological, and that they are increasingly tending to lead parents to the online commercial spaces of the World Wide Web. I show how companies are using the online environment and hybrid offline and online spaces and flows to reinforce an image of themselves as authoritative brokers of childhood resources for parents, which is highly valuable in a policy climate that foregrounds lifelong learning and school readiness.

scholarly journals Book Review: The Power of Play: Designing Early Learning Spaces

2015 ◽  
Vol 55 (1) ◽  
pp. 68
Author(s):  
Jenny Foster Stenis
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Early Learning ◽  
Learning Spaces ◽  
Hands On

The Power of Play: Designing Early Learning Spaces is a discussion of how libraries are reinventing space to offer “play and learn opportunities” (xiii) to families. Predicated on the idea that play and interaction with caregivers enhances literacy learning, this book is designed as a hands-on guide in developing a library plan to implement early literacy play spaces in libraries of all sizes and budgets.

scholarly journals Prawo małoletnich do wolności od hazardu, uzależnienia od Internetu i gier komputerowych

2020 ◽  
Vol 6 ◽  
pp. 47-75
Author(s):  
Wioletta Pawska
Keyword(s):  
Sense Of Belonging ◽  
Status Quo ◽  
The Internet ◽  
Gaming Addiction ◽  
Online Environment ◽  
Parents And Children ◽  
The Status ◽  
Legislative Changes ◽  
The Right

The Right of Minors to Freedom from Gambling and Internet andGaming Addition The aim of the article is to highlight the dangers of gambling and Internet and gaming addiction of minors and young persons. The author is convinced that in the absence of positive legislative changes and if creators of games engaging young persons in gaming are not punished, children will not be safe in the online environment. There will not have any other lives than those in the games they play. Additionally, the most important thing is the role of the parents, guardians and teachers. They should talk to children about the problem, show them the dangers and organise better their free time – in an educational and carefree way. In accordance with the obligatory rules of custody, they should ensure them suitable development, safety and a sense of belonging. The teachers ought to support these activities. Summarising, if the status quo continues to be tolerated, minors and young person’s will be deprived of carefree life and suffer from harm and even sudden deaths. The author is sure that parents and children do not give enough attention to that and we should not take away from young person’s the joy of simple things letting them play in the Internet instead.

scholarly journals Notions of agency in early literacy classrooms: Assemblages and productive intersections

2019 ◽  
pp. 146879841986648 ◽  
Author(s):  
Karen Daniels
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Classroom Culture ◽  
Three Dimensions ◽  
Power Dynamics ◽  
Individual Subject ◽  
Common Notion ◽  
To Come ◽  
The Individual ◽  
Moving Bodies

Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article, I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of assemblage and people yet to come, as defined by Deleuze and Guattari and Spinoza’s common notion. I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children’s moving bodies; the classroom; and its materials. I propose that children’s ongoing movements create possibilities for ‘doing’ and ‘being’ that flow across and between children. I argue that thinking with assemblages can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities that these concepts can perpetuate within early education settings.

Language Acquisition

2017 ◽  
Author(s):  
Erica H. Wojcik ◽  
Irene de la Cruz-Pavía ◽  
Janet F. Werker
Keyword(s):  
Statistical Learning ◽  
Learning Process ◽  
Cognitive Biases ◽  
Native Language ◽  
Lexical Semantics ◽  
Early Learning ◽  
Typically Developing ◽  
Learning And Development ◽  
Typically Developing Children ◽  
New Words

Language is a structured form of communication that is unique to humans. Within the first few years of life, typically developing children can understand and produce full sentences in their native language or languages. For centuries, philosophers, psychologists, and linguists have debated how we acquire language with such ease and speed. Central to this debate has been whether the learning process is driven by innate capacities or information in the environment. In the field of psychology, researchers have moved beyond this dichotomy to examine how perceptual and cognitive biases may guide input-driven learning and how these biases may change with experience. There is evidence that this integration permeates the learning and development of all aspects of language—from sounds (phonology), to the meanings of words (lexical-semantics), to the forms of words and the structure of sentences (morphosyntax). For example, in the area of phonology, newborns’ bias to attend to speech over other signals facilitates early learning of the prosodic and phonemic properties of their native language(s). In the area of lexical-semantics, infants’ bias to attend to novelty aids in mapping new words to their referents. In morphosyntax, infants’ sensitivity to vowels, repetition, and phrase edges guides statistical learning. In each of these areas, too, new biases come into play throughout development, as infants gain more knowledge about their native language(s).

eye brings you another batch of the latest products and books on offer50 Fantastic Ideas for Fearless Play Judit Horvath ISBN 9781472934406 £9.99. Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil HentyBuilding Your Early Years Business: Planning and strategies for growth and success Jacqui Burke Review by Neil Henty ISBN 9781785920592 £16.99. Paperback Publisher Jessica Kingsley Publishers Orders Tel: 02078332307 www.jkp.comDeveloping School Readiness: Creating lifelong learners Kathryn Peckham ISBN 9781473947252 £22.99 Publisher SAGE Orders Tel: 020 73248500; www.sagepublications.com Review by Neil HentyA Germ's Journey. Dirty hands! Clean hands! by Dr Katie Laird and Dr Sarah Younie [£4.95 from Medina Publishing; ISBN: 9781909339934].Quiet by Kate Alizadeah [£5.99 from Childs Play; ISBN: 9781846438882].All Aboard for the Bobo Road by Stephen Davies and Christopher Corr [£6.99 from Andersen Press; ISBN: 9781783445004].Little Mouse Helps Out by Riika Jantti (translated by Lola Rogers) [£7.99 from Scribble; ISBN: 9781911344124].Will You Be My Friend? by Molly Potter and Sarah Jennings [£9.99 from Bloomsbury Education; ISBN: 9781472932716].Dyslexia in the Early Years: Handbook for practice Gavin Reid ISBN 9781785920653 £14.99. Paperback Publisher Jessica Kingsley Publishers Orders Tel: 02078332307 www.jkp.com Review by Neil HentyTeaching Early Reading & Phonics: Creative approaches to early literacy. 2nd Edition Kathy Goouch and Andrew Lambirth Review by Neil Henty ISBN 9781473918900 £22.99 Paperback Publisher SAGE Orders Tel: 020 73248500; www.sagepublications.comA Practical Guide to Nature-Based Practice Nikki Buchan ISBN 9781472934406 £14.99 Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil Henty

2017 ◽  
Vol 19 (1) ◽  
pp. 47-49
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Early Reading ◽  
Early Years ◽  
Business Planning ◽  
Dirty Hands ◽  
Lifelong Learners ◽  
Practical Guide ◽  
Little Mouse

High Quality Early Literacy Programs

2001 ◽  
Vol 26 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Leonie Arthur ◽  
Laurie Makin
Keyword(s):  
Early Literacy ◽  
New South ◽  
Adult Child ◽  
Literacy Learning ◽  
Literacy Programs ◽  
High Quality ◽  
Literacy Experiences ◽  
South Wales ◽  
Children's Home ◽  
Before School

There is an increasing recognition of the importance of literacy learning in the years before school. Key principles of high quality literacy programs for young children have been developed as the result of a recent study of 79 preschool and long day care centres in New South Wales. These principles include communicating with families about literacy, building on children's home experiences, planning to support individual literacy needs, integrating literacy experiences across the curriculum, and adult—child interactions that scaffold literacy understandings.

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