This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 16: Space, Place and Early Childhood Literacy
Space, Place and Early Childhood Literacy
This chapter examines the changing landscape of literacy in the early years and considers how the diverse spaces and places in which early literacy learning is promoted and takes place can be conceptualised and researched. Ethnographic researchers have for some time emphasised the situatedness of literacy practices, arguing that they are produced and learned in the context of particular social and located relationships (e.g., Barton and Hamilton 1998; Barton, Hamilton and Ivanic 2000; Heath, 1983; Street, 1984; see also Leander and Sheehy, 2004, for studies that disrupt what they call a ‘folk’ notion of how literacies are ‘situated’). They study literacy and identity in and across the settings that constitute people's lifeworlds ...