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 34: Methodologies in Research on Young Children and Literacy
Methodologies in Research on Young Children and Literacy
In this chapter we ask what are the chronotopes underlying the methodological grammars employed in research on young children and literacy.1 By chronotope we are referring to an implied ideology about how people move through time and space. Every research study has an implied chronotope(s) expressed through its methodological grammar (see Kamberelis and Dimitriadis, 2005).
We have borrowed the term chronotope from literary theory, specifically from Bakhtin (1981):
We will give the name chronotope (literacy, ‘time space’) to the intrinsic connectedness of temporal and spatial relationships that are artistically expressed in literature … [chronotope] expresses the inseparability of space and time … In the literary artistic chronotope, ...