21 research outputs found
Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play
Playing Princess: Preschool Girls’ Interpretations of Gender Stereotypes in Disney Princess Media
Drumming in excess and chaos: Music, literacy and sustainability in early years learning
“That’s not something I was, I am, or am ever going to be:” multimodal self-assertion in digital video production
Literacy, technology and early years education: Building sustainable practice
The application of technology to the literacy context presents challenges for teachers in the early years of formal education. One way of thinking about technology may be to consider the intersection of theories of literacy learning and understandings of technology use in the practice of early years teachers. The research reported in this chapter adopted a narrative methodology to explore two teachers’ literacy practices with technology in the early childhood context. The findings suggested that flexible approaches to the application of technology in early years literacy learning contexts could contribute to effective pedagogical practice