‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy

The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the cons...

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Bibliographic Details
Authors: Guzmán Simón, Fernando, Pacheco Costa, Alejandra
Format: article
Status:Published version
Publication Date:2021
Country:España
Institution:Universidad de Sevilla (US)
Repository:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/149310
Online Access:https://hdl.handle.net/11441/149310
https://doi.org/10.1177/14687984211068117
Access Level:Open access
Keyword:Early childhood
Affect
Literacies
Postqualitative
Bodily movement
Sound
Memory
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spelling ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacyGuzmán Simón, FernandoPacheco Costa, AlejandraEarly childhoodAffectLiteraciesPostqualitativeBodily movementSoundMemoryThe more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than- human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child’s sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.SAGE PublicationsDidáctica de la Lengua y la Literatura y Filologías IntegradasEducación Artística2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/149310https://doi.org/10.1177/14687984211068117reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésJournal of Early Childhood Literacy, 0 (0), 1-25.https://dx.doi.org/10.1177/14687984211068117info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1493102026-06-17T12:51:07Z
dc.title.none.fl_str_mv ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
title ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
spellingShingle ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
Guzmán Simón, Fernando
Early childhood
Affect
Literacies
Postqualitative
Bodily movement
Sound
Memory
title_short ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
title_full ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
title_fullStr ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
title_full_unstemmed ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
title_sort ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
dc.creator.none.fl_str_mv Guzmán Simón, Fernando
Pacheco Costa, Alejandra
author Guzmán Simón, Fernando
author_facet Guzmán Simón, Fernando
Pacheco Costa, Alejandra
author_role author
author2 Pacheco Costa, Alejandra
author2_role author
dc.contributor.none.fl_str_mv Didáctica de la Lengua y la Literatura y Filologías Integradas
Educación Artística
dc.subject.none.fl_str_mv Early childhood
Affect
Literacies
Postqualitative
Bodily movement
Sound
Memory
topic Early childhood
Affect
Literacies
Postqualitative
Bodily movement
Sound
Memory
description The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than- human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child’s sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/149310
https://doi.org/10.1177/14687984211068117
url https://hdl.handle.net/11441/149310
https://doi.org/10.1177/14687984211068117
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Early Childhood Literacy, 0 (0), 1-25.
https://dx.doi.org/10.1177/14687984211068117
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv SAGE Publications
publisher.none.fl_str_mv SAGE Publications
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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