Is every child's voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a pre-school playgroup

Early Years

Volumn 25, Issue 3, 2005, Pages 207-222

  Flewitt, Rosie ^a  

^a UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

Author keywords

3 year olds; Home; Multimodal communication; Pre school

Indexed keywords

EID: 33846244730     PISSN: 09575146     EISSN: 14724421     Source Type: Journal    
DOI: 10.1080/09575140500251558     Document Type: Article

References (36)

1. Anning, A., 2000. “ Professionals talking about young children's drawing: the impact of their beliefs on practice ”. paper presented at British Educational Research Association Annual Conference, Cardiff University, September
2. Anning, A., and Ring, K., 2001. “ Early childhood narratives through drawing ”. paper presented at European Early Childhood Education Research Association Seminar, Alkmaar, September
3. Department for Education and Employment & Qualifications and Curriculum Authority (DfEE & QCA). 2000. Curriculum guidance for the Foundation stage, London: DfEE/QCA.
4. Department for Education and Skills (DfES). 2001. Planning for learning in the Foundation stage, London: QCA.
5. Department for Education and Skills & Qualifications and Curriculum Authority (DfES & QCA). 2003. Foundation stage profile, London: QCA.
6. Donaldson, M., 1978. Children's minds, London: Fontana.
7. Ellen, R. F., 1984. Ethnographic research: a guide to general conduct, London: Academic Press.
8. Flewitt, R. S., 2003. Is every child's voice heard? Longitudinal case studies of 3-year-old children's communicative strategies at home and in a pre-school playgroup Unpublished PhD thesis, University of Southampton
9. Franks, A., and Jewitt, C., 2001. The meaning of action in learning and teaching. British Educational Research Journal, 27(2): 201–218.
10. Goldin-Meadow, S., 2000. Beyond words: the importance of gesture to researchers and learners. Child Development, 3(11): 419–429.
11. Hammersley, M., and Atkinson, P., 1983. Ethnography—principles in practice, London: Tavistock.
12. Kearins, J. M., 1986. Visual spatial memory in Aboriginal and white Australian children. Australian Journal of Psychology, 38(3): 203–214.
13. Kress, G., 1997. Before writing: rethinking the paths to literacy, London: Routledge.
14. Kress, G., Jewitt, C., Ogborn, J., and Tsatsarelis, C., 2001. Multimodal teaching and learning, London: Continuum.
15. Lancaster, L., 2001. Staring at the page: the functions of gaze in a young child's interpretation of symbolic forms. Journal of Early Childhood Literacy, 1(2): 131–152.
16. Lave, J., and Wenger, E., 1991. Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
17. Lobman, C. L., 2003. What should we create today? Improvisational teaching in play-based classrooms. Early Years, 23(2): 131–142.
18. McTear, M., 1985. Children's conversation, Oxford: Blackwell.
19. Nadel, J., 1993. “ The development of communication: Wallon's framework and influence ”. In Francophone perspectives on structure and process in early mental development, Edited by: Vyt, A, Block, H, and Bornstein, M. Hillsdale, NJ: Erlbaum.
20. Neill, S. R. St J., 2003. Assessment in the Foundation stage: a survey analysed for the National Union of Teachers (Coventry, University of Warwick, Institute of Education Leadership, Policy and Development Unit)
21. Pahl, K., 1999a. Transformations: meaning making in nursery education, Stoke-on-Trent: Trentham Books.
22. Pahl, K., 1999b. Making models as a communicative practice—observing meaning making in a nursery. Reading (UKRA), 33(3): 114–119. November
23. Raban, B., Ure, C., and Waniganayake, M., 2003. Multiple perspectives: acknowledging the virtue of complexity in measuring quality. Early Years, 23(1): 67–77.
24. Ring, K., 2001. “ Young children drawing: the significance of the context ”. paper presented at British Educational Research Association Annual Conference, University of Leeds, September
25. Rogoff, B., Mistry, J. J., Goncu, A., and Mosier, C., 1993. Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58(7): 236
26. Steedman, C., Urwin, C., Walkerdine, V., and (Eds). 1985. Language, Gender and Childhood, London: Routledge & Kegan Paul.
27. Stout, J., Tymms, P., and Thompson, L., 2000. “ Change for the better? The impact of baseline assessment on reception class teaching ”. In Educational research in Europe: EERA yearbook 2000, Edited by: Day, C, and van Veen, D. Apeldoorn: Garant.
28. Tizard, B., and Hughes, M., 1984. Young children learning: talking and thinking at home and at school, London: Fontana.
29. Trevarthen, C., 1995. The child's need to learn a culture. Children and Society, 9(1): 5–19.
30. Vygotsky, L. S., 1962. Thought and language, Cambridge, MA: MIT Press. (Original work published 1934)
31. Vygotsky, L. S., 1978. Mind in society: the development of higher psychological processes, Cambridge, MA: Harvard University Press.
32. Walkerdine, V., 1985. “ On the regulation of speaking and silence ”. In Language, Gender and Childhood, Edited by: Steedman, C, Urwin, C, and Walkerdine, V. London: Routledge & Kegan Paul.
33. Walkerdine, V., and Lucey, H., 1989. Democracy in the kitchen: regulating mothers and socializing daughters, London: Virago.
34. Wenger, E., 1998. Communities of practice: learning, meaning, and identity, Cambridge: Cambridge University Press.
35. Whitebread, D., and Leeder, L., 2003. Sequencing and differentiation in young children's drawings. Early Years, 23(2): 155–176.
36. Wood, D., Bruner, J. S., and Ross, G., 1976. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17: 89–100.