På sporet af en legende og multi-modal literacypraksis i vuggestuen

The article describes and analyses how the method Play a Book (Leg en bog) contributes to toddlers’ acquisition of early literacy skills. The Play a Book methodology focuses on bodily dramatisation of the content of the book, where the kindergarten teacher is included in the play as a guiding role model for the children’s play involving characters and scenes from the book. The researcher investigates how this play supports children’s participation and their learning of early literacy skills. The research questions are: 1) How can Play a Book promote children’s participation, play and early literacy skills? 2) How can Play a Book contribute to a formation-oriented multimodal literacy practice?

The results show that in the observed situation, Play a Book created a strong multimodal framework for participation and literacy acquisition, and that the method bridges the gap into the more abstract linguistic universe of both role play and children’s literature. The researcher also believes that Play a Book can support children’s literacy skills through shared verbal and nonverbal meaning-making and immersion in the fictional universes of imaginative play. This enables a community of interpretation, which is of great importance for the children’s formation, and thus reaches beyond specific languages or literacy goals and into a broader formational perspective.

The study takes the data material from the project Is there language in Play a Book, which is a case study involving observations and interviews with kindergarten teachers in three Danish kindergartens. This study analyses interviews and video observations from one of the kindergartens. The observations are taken from a Play a Book situation in which five children between the ages of two and three participated.

Basse, L. (2020). «På sporet af en legende og multi-modal literacypraksis i vuggestuen». Barn, 38(4):35-51.