Ventriloquism as Early Literacy Practice: Making Meaning in Pretend Play

Autor/in	Bateman, Amanda
Titel	Ventriloquism as Early Literacy Practice: Making Meaning in Pretend Play
Quelle	In: Early Years: An International Journal of Research and Development, 38 (2018) 1, S.68-85 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1254162
Schlagwörter	Foreign Countries; Preschool Children; Elementary School Students; Kindergarten; Grade 1; Play; Imagination; Story Telling; Video Technology; Paralinguistics; Oral Language; Nonverbal Communication; Eye Movements; Suprasegmentals; Discourse Analysis; Data Analysis; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Spiel; Paralinguistik; Oral interpretation; Mündlicher Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Diskursanalyse; Auswertung; Neuseeland
Abstract	This article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children's storytelling where 12 child participants were video recorded during their everyday storytelling experiences over a three-year period. This article reveals how children's engagement in pretend play often involves playing out an impromptu storyline where ventriloquism is used to talk objects into life through paralinguistic features such as gesture, gaze and voice prosody. These findings suggest that through the act of ventriloquism in pretend play children learn to engage in complex meaning making activities in playful ways, orally formulating characters and building coherent and systematic storylines that can be identified as early literacy practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01