scholarly journals Early Writers in Northern Communities: Ways Teachers Might View and Reflect on Writers’ Representations

2017 ◽  
Vol 19 (2) ◽  
pp. 90
Author(s):  
Judy Parr
Keyword(s):  
Young Children ◽  
Early Writing ◽  
Symbol Systems ◽  
Learning Contexts ◽  
Children's Writing

“What did I write?” is the title of a seminal book (Clay, 1975), illustrating how we can learn what children know about print, in part, from their representations. Children’s writing is socially and culturally situated; play is one context shown to help develop the use of symbol systems. A framing with several lenses is designed and applied to illustrate to teachers ways to consider the samples of early writing accompanying the play of young children in remote Northern communities in Canada. There is consideration of how information could be used to inform and optimize educative actions in such learning contexts. 

Strategies for Effective Reading with Audio (and Video)

2021 ◽  
pp. 186-198
Author(s):  
Naomi S. Baron
Keyword(s):  
Young Children ◽  
Video Annotation ◽  
Learning Goals ◽  
School Age ◽  
Learning Contexts ◽  
The Mind

Chapter 8 draws upon what we learned about audio and video in Chapter 7 to explore strategies for using these materials in learning contexts. As with Chapter 6’s discussion of strategies for effective reading onscreen, we begin by talking about reading goals and who the reader is, along with application of print strategies, here to audio learning. After brief suggestions for use of audio by young children, the chapter focuses on audio and video strategies for school-age readers. Regarding solo audio, we identify tools for helping listeners focus on what they are hearing. For audio + text, we consider how general readers might benefit from the technique. The video discussion stresses the importance of being realistic about learning goals, as well as pointing out strategies for focusing the mind when viewing. The chapter closes with comments on the value of video annotation tools for enhancing learning.

scholarly journals Talking about writing: What we can learn from conversations between parents and their young children

2009 ◽  
Vol 30 (3) ◽  
pp. 463-484 ◽  
Author(s):  
SARAH ROBINS ◽  
REBECCA TREIMAN
Keyword(s):  
Young Children ◽  
Data Exchange ◽  
Child Language ◽  
Written Language ◽  
Exchange System ◽  
Symbol Systems ◽  
Language Data ◽  
The Difference ◽  
Types Of Information

ABSTRACTIn six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the wordssay,name, andwordto refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young children themselves sometimes confuse writing and drawing in their speech.

Learning contexts for young children in Chile: process quality assessment in preschool centres

2005 ◽  
Vol 13 (1) ◽  
pp. 13-27 ◽  
Author(s):  
María Olivia Herrera ◽  
María Elena Mathiesen ◽  
José Manuel Merino ◽  
Isidora Recart
Keyword(s):  
Young Children ◽  
Quality Assessment ◽  
Process Quality ◽  
Learning Contexts

A computational model of the discovery of writing

2017 ◽  
Vol 20 (2) ◽  
pp. 194-226 ◽  
Author(s):  
Richard Sproat
Keyword(s):  
Rapid Development ◽  
Computational Simulation ◽  
Early Writing ◽  
Archaeological Record ◽  
Writing Systems ◽  
New Approach ◽  
Symbol Systems ◽  
Phonetic Similarity ◽  
Proposed Model ◽  
Ex Nihilo

Abstract This paper reports on a computational simulation of the evolution of early writing systems from pre-linguistic symbol systems, something for which there is poor evidence in the archaeological record. The simulation starts with a completely concept-based set of symbols, and then spreads those symbols and combinations of these to morphemes of artificially generated languages based on semantic and phonetic similarity. While the simulation is crude, it is able to account for the observation that the development of writing systems ex nihilo seems to be facilitated in languages that have largely monosyllabic morphemes, or that have abundant ablauting processes. We are also able to model what appears to be two possible lines of development in early writing whereby symbols are associated to the sounds of all morphemes linked to a concept (as seems to have been the case in Sumerian), versus just one morpheme linked to a concept (as seems to have been the case in Chinese). Finally, the model is able to offer an account of the apparent rapid development of writing in Mesopotamia that obviates the need to posit a conscious invention of writing, as proposed by Glassner. The proposed model thus opens a new approach to thinking about the emergence of writing and its properties, something that, as noted above, has scant direct archaeological evidence. The software is released open-source on GitHub.

scholarly journals “Mad I’m mad!”

2019 ◽  
Vol 12 (1) ◽  
pp. 52-67
Author(s):  
Cher Hill
Keyword(s):  
Young Children ◽  
Everyday Life ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Early Learning ◽  
Practitioner Inquiry ◽  
Material Constitution ◽  
Learning Contexts ◽  
Novel Approach ◽  
A Site

This paper explores a common tension for parents and teachers working with young children – the tantrum. Building on practitioner-inquiry methodologies, I engaged in a living inquiry into my practices as a parent, with the initial goal of reducing or preferably eliminating my son’s angry outbursts. Frustrated with approaches informed by theories often applied within early learning contexts to address tantrums, including behavioural, attachment and self-regulation, I turned to new materiality theories, which provide a novel approach in understanding the socio-material constitution of subjectivities, emotions, and relationships. Within this assemblage, tantrums were reconfigured as a doing of emotions, occurring in the spaces in/between bodies, rather than an individual act of defiance. Through this inquiry, I shifted from a position of trying to intervene from the outside to eliminate, control or manage my son’s tantrums to a place of ‘intra-acting from within’ and journeying with. My parental inquiry became a site to continuously work and rework everyday life and participate in the creative practice of world making. Although the tantrums, which we came to know as Mad I’m mad, continued, the connection among and between my son and I shifted, often in positive and enduring ways. I came to understand parental inquiry as a practice of ‘wayfaring,’ where the focus is on the journey rather than the destination. These stories may ‘trace a path’ for other parents and educators as they participate within their own affective and embodied entanglements, creating new possibilities for teaching and learning relationships.

Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

2008 ◽  
Vol 102 (3) ◽  
pp. 133-146 ◽  
Author(s):  
Jeanne Lovo Murphy ◽  
Deborah Hatton ◽  
Karen A. Erickson
Keyword(s):  
Young Children ◽  
Assistive Technology ◽  
Early Literacy ◽  
Literacy Practices ◽  
Visual Impairments ◽  
Early Writing ◽  
Literacy Support ◽  
Literacy Survey ◽  
Structured Intervention ◽  
Children With Visual Impairments

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing structured intervention in phonological awareness, or providing opportunities for early writing and alphabet experiences.

scholarly journals Cognitive Screening for Young Children: Development and Diversity in Learning Contexts

2004 ◽  
Vol 19 (5) ◽  
pp. 313-317 ◽  
Author(s):  
Laurel J. Bornholt ◽  
Fiona H. Spencer ◽  
Ian H. Fisher ◽  
Robert A. Ouvrier
Keyword(s):  
Young Children ◽  
Cognitive Screening ◽  
Learning Contexts ◽  
Children Development
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