Multimodal Meaning-Making during Play in Two Northern Canadian Indigenous Kindergarten Classrooms

Autor/inn/en	Stagg Peterson, Shelley; Rajendram, Shakina; Eisazadeh, Nazila
Titel	Multimodal Meaning-Making during Play in Two Northern Canadian Indigenous Kindergarten Classrooms
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 4, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rajendram, Shakina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1384994
Schlagwörter	Kindergarten; Foreign Countries; Drama; Play; Preschool Teachers; Video Technology; Semiotics; Social Theories; Verbal Communication; Nonverbal Communication; Teacher Role; Teaching Methods; Peer Relationship; Emotional Response; Student Interests; Learning Activities; Canada Natives; American Indian Students + Suchen Sie Ihr Suchwort? Ausland; Schauspiel; Spiel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Semiotik; Gesellschaftstheorie; Non-verbal communication; Nonverbale Kommunikation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Emotionales Verhalten; Studieninteresse; Lernaktivität
Abstract	This research explores young Indigenous children's multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children's play. Our findings show a richness in Indigenous children's meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: "Getting Along," "Expressing Emotion/Interest," "Satisfying Own Needs" and "Directing." The social intention carried out most frequently was "showing interest in an activity." Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children's dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children's play, given the cultural importance of non-verbal communication and participating Indigenous children's remarkable multimodal meaning-making during play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01