Preschool Zombies: Embodied, Socio-(Re)enacted, Productive Spatial Literacies

Autor/inn/en	Powell, Sarah J.; Somerville, Margaret
Titel	Preschool Zombies: Embodied, Socio-(Re)enacted, Productive Spatial Literacies
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 6, S.961-970 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah J.) ORCID (Somerville, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1941778
Schlagwörter	Preschool Children; Educational Games; Human Body; Motion; Multiple Literacies; Nonverbal Communication; Outdoor Education; Social Environment; Teaching Methods; Foreign Countries; Special Needs Students; Death; Mobility; Spatial Ability; Acting; Australia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational game; Lernspiel; Menschlicher Körper; Bewegungsablauf; Non-verbal communication; Nonverbale Kommunikation; Freiluftunterricht; Soziales Umfeld; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sonderpädagogischer Förderbedarf; Sterbefall; Tod; Todesfall; Mobilität; Mobilitätsförderung; Räumliches Vorstellungsvermögen; Aktionstheater; Australien
Abstract	In performing the zombie game, children enact embodied literacies through movement, gesture, and sound, and through incorporating the materiality and the spatiality of the outdoor area. They communicate in many ways, both brutal and subtle, enacting their understandings with each other as well as with other adults. The repeated performance seems to function as a refrain that provides security and calm in a highly unstable world. It de- and re-territorializes the space of the preschool, making and re-making children's worlds. The performance of the game is an embodiment of social context, the enactment of the absorbed lived experience that constitutes a becoming for both zombie child and additional needs child. Through this repeated game we come to understand the agency of these children differently in their capacity to re-create their worlds through play. (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	2024/1/01