Imagination in action : a study of the 'prehistory of writing' in children's early symbolising, based on a rereading of Vygotsky.

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN013638 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Creating contexts for talk: the influence of school-based creative arts projects on children's language

The article draws on data from two research studies of children’s language and literacy development in the context of their work in school-based creative arts projects. Using observations of children (ages 3 to 11) and teachers at work, the article examines the ways in which the activities in such projects open up opportunities for children to talk with each other and with adults by generating a workshop atmosphere. Children’s authentic and wide-ranging talk in creative arts projects encompasses personal, social, imaginary and real-world themes which, the article argues, is rage in other curriculum contexts. As school are encouraged to develop ‘creative partnerships’ with artists and arts organisations, the article highlights the role of the teacher in observing and promoting these experiences as occasions for children’s language development. See also: Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459 Safford, K. (2008) Many Routes to meaning: children's language and literacy learning in creative arts projects Section 4, Partnership Between Artists and Teachers: Structures and Processes. Evaluating the Impact of Arts and Cultural Education: a European and International Research Symposium Centre Pompidou, Paris: Documentation Francaise, Ministries of Education and Culture Ellis, C. and Safford, K. (eds) (2005) Animating Literacy: inspiring children’s learning through teacher and artist partnerships London: CLPE/Creative Partnerships ISBN 1872267416 Safford, K. and O’Sullivan. O. (2007) Their learning becomes your journey: parents respond to children’s work in creative partnerships London: CLPE and Creative Partnerships http://www.clpe.co.uk/pdf/their_learning_becomes_your_journey.pdf O’Sullivan, O, and Safford, K. (2008) Creative projects: getting parents involved London: Creative Partnerships and Centre for Literacy in Primary Education http://www.clpe.co.uk/pdf/getting_parents_involved.pd

Creativty and Literacy - Many routes to meaning: Children’s language and literacy development in creative arts work

A cross-site comparative analysis of processes, practices and roles in a wide range of collaborative creative arts projects in primary schools and how these influence children’s language and literacy learning. The research defines different models of working and professional practice, explores issues in assessment and progression, and delineates patterns of learning in creative partnership projects. Funded by Creative Partnerships

Boys on the Margin: Promoting boys’ literacy learning at Key Stage 2

The research and development project supported teachers in extending theoretical understanding of as well as practical responses to boys’ underachievement, drawing upon powerful literary texts and teaching approaches which promote the role of talk and collaboration, email and interactive text-based software. Funded the Esmee Fairbairn Foundation

01. “Documentation” in Pistoia preschools: A window and a mirror

<div> <div> <div> <p>This article discusses the practice of documentation in the early years education services of Pistoia, Italy. The findings, arising from a research study visit in May 2014, provide insights into the values and principles implicit in early childhood practice in the Pistoian nidi d’infanzia [nurseries] (for children from 3 months to 3 years of age) and scuole d’infanzia [kindergartens] (for children from 3 to 6 years of age). Documentation plays an important role in Pistoia: it provides a window (for multiple audiences) into children’s learning journeys, and also a mirror that reflects children’s and teachers’ experiences and constitutes an important element in a reflective pedagogy. </p> <p>The analysis of group interviews with both teachers and parents during the research visit identified four main themes. Firstly, documentation in Pistoia provides a graphic representation of the guiding threads that run through long-term projects and also identifies key moments in children’s learning. Secondly, documentation makes visible an educational approach in which emotion and affect are seen as central to young children’s learning. Thirdly, the regular inclusion of families in documentation illustrates the collaborative partnerships between schools and homes that are the bedrock of early education in Pistoia. Fourthly, documentation expresses the highly developed aesthetic of Pistoian early years practice; the beautiful and cared-for environments in these preschools constitute an invitation to children to explore and create. </p> </div> </div> </div

00. Guest editors’ introduction to the special issue

International Research in Early Childhood Education, vol. 7, no. 2, pp. 1–

Making Poetry Happen: Transforming the Poetry Classroom

Making Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including: - inspiring young people to write poems - engaging invisible pupils (especially boys) - listening to poetry - performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom