Turn-taking and sense making: Children and professionals coproducing and revisiting multimodal books during transition from day-care to school learning

Författare
Odgaard, A. B.
År
2020

Syfte

The study investigates what characterises the mediated activities that occur when educators and children co-produce and read digital books during the transitional period between kindergarten and school. The research questions are:

  1. How do children, educators, digital tools and institutional environments co-constitute the observed activities in the different contexts?
  2. How is children’s communicative agency facilitated and how are their voices represented in the mediated activities across contexts?

Resultat

The results show how the children, the educators, the hardware and software, and the various institutional practices together create a turn-taking structure that shapes the activities. The children are thus given both rights and obligations to contribute pictures, sound and text to the books. In addition, they gain ownership of the digital product they have helped create.

Design

The data material consists of video observations of eight kindergarten children between the ages of five and six and two kindergarten teachers during the children’s transition from kindergarten to school in a Danish city. Over a period of nine months, children and kindergarten teachers participated in various activities where together they made and repeatedly read two digital books. The books were about things and places the children thought were important to them in the different contexts. The activities took place in three different contexts: kindergarten, a reception class at school and in Year 1 at school.

Referenser

Odgaard, A. B. (2020). “Turn-taking and sense making: Children and professionals coproducing and revisiting multimodal books during transition from day-care to school Learning.” Culture and Social Interaction, 24(2020):artikkel:100385

Uppdragsgivare

University of Southern Denmark, Denmark