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Using multimodal analysis to unravel a ‘silent’ child’s learning

Flewitt, Rosie (2005) Using multimodal analysis to unravel a ‘silent’ child’s learning. Early Childhood Practice. ISSN 1467-4947. DOI UNSPECIFIED

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Abstract

This article relates the story of Tallulah, a 3-year-old girl with a late July birthday, who, like many summer-born children in England, spent one year in an early years setting before moving to primary school aged just 4 years. The article draws on data collected as part of an ESRC-funded study that explored the different ‘modes’ young children use to make and express meaning in the different social settings of home and a preschool playgroup (Flewitt, 2003). Examples are given of how Tallulah communicated her understandings at home through skilful combinations of talk, gaze direction, body movement and facial expression, and how others in the home supported Tallulah’s learning. These are then compared with examples of how Tallulah communicated in playgroup, primarily by combining the silent modes of gaze, body movement and facial expression. The article identifies how the different social settings of home and preschool impacted upon her choices and uses of different expressive modes.

Item Type: Article
Controlled Keywords: mutlimodal comunication; silent child
Depositing User: Atira Pure
Date Deposited: 29 Aug 2014 06:53
Last Modified: 29 Jan 2015 09:13
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