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Flint, Tori K. – Journal of Early Childhood Literacy, 2020
This eight-month study, conducted in a first-grade classroom in the southwestern United States, analyzed young children's playful responses to literature. It focuses on framing a theory that underpins play as a form of reader response, which I term 'responsive play'. It further aims to answer the overarching research question and the sub-question:…
Descriptors: Classroom Environment, Play, Reader Response, Grade 1
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Hong, Huili – Journal of Early Childhood Literacy, 2019
This article provides a unique lens for understanding young children's poetry writing. It focuses on defamiliarization as a cultural tool and practice to engage students' imagination, playfulness, creativity and aesthetic experience into their poetry writing and to experience the world differently and aesthetically. The research aims of this…
Descriptors: Poetry, Writing (Composition), Imagination, Play
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McTavish, Marianne – Journal of Early Childhood Literacy, 2014
What do young children do with the literacies they have learned at school? This article reexamines traditional notions of literacy by documenting a second grade child's literacy practices in school and out-of-school contexts. Data collected included field notes, interviews, observations of school and out-of-school literacy practices, and artefacts…
Descriptors: Grade 2, Elementary School Students, Reading Habits, Interviews
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Wohlwend, Karen E.; Zanden, Sarah Vander; Husbye, Nicholas E.; Kuby, Candace R. – Journal of Early Childhood Literacy, 2011
Geosemiotics (Scollon and Scollon, 2003) frames this analysis of play, multimodal collaboration, and peer mediation as players navigate barriers to online connectivity in a children's social network and gaming site. A geosemiotic perspective enables examination of children's web play as "discourses in place": fluidly converging and…
Descriptors: Video Technology, Play, Ethnography, After School Programs