Is Every Child's Voice Heard? Researching the Different Ways 3-Year-Old Children Communicate and Make Meaning at Home and in a Pre-School Playgroup

Autor/in	Flewitt, Rosie
Titel	Is Every Child's Voice Heard? Researching the Different Ways 3-Year-Old Children Communicate and Make Meaning at Home and in a Pre-School Playgroup
Quelle	In: Early Years: An International Journal of Research and Development, 25 (2005) 3, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Nonverbal Communication; Preschool Children; Family Environment; Case Studies; Interpersonal Communication; Communication Skills; Preschool Education; Foreign Countries; Parent Attitudes; Teacher Attitudes; Longitudinal Studies; Ethnography; Play; Interpersonal Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Case study; Fallstudie; Case Study; Interpersonale Kommunikation; Kommunikationsstil; Ausland; Elternverhalten; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Spiel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Großbritannien
Abstract	This ESRC-funded study explores how 3-year-old children use a range of "voices" during their first year in pre-school, investigating how they make and express meaning "multimodally" through combinations of talk, body movement, facial expression and gaze in the two different settings of home and playgroup. Using longitudinal ethnographic video case studies of four children, two boys and two girls, the study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the institutional and immediate contexts in which they are situated. The findings imply that the current focus on talk in the early years may be detracting from the diversity of ways children make and express meaning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10