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By 3 – 4
years of age, young children
understand a great deal of the
multi-modal features of different
textual formats and artefacts. In
this example, Tiyanni used a piece
of paper that she folded (and tore),
and with the symbols she drew/wrote,
explained it was a ‘card’ for her
Explorations with gestures,
words, artefacts, marks, symbols
similar attention to the mode
(the form of communication) in which
he engaged, Isaac rolled his plastic
‘map’. On another occasion he used a
single sheet of paper for a
‘letter’, and used old diaries as a
‘booking book’ and as entry
‘registers’ when playing with David
Elizabeth used a folded piece of
card to imitate her brother’s ‘Super
Mario’ game and Isaac and David
chose a vary large sheet of paper
for their joint map. Lacking paper
when on a visit to the forest,
Shereen made notes and a drawing on
her hand (as adults often do)!
includes an example from James who
represented a computer game of an
‘alien battle’ on both sides of a
large sheet of paper.
includes Mimi’s graphics on the
tarmac surface outside; Maisie used
long narrow strips of paper for her
tape measure and Finnian used a
child-height whiteboard to explain
something to the children in his
group, as he’d often seen his
Worthington, M. and Van Oers, B. (2016)
Pretend Play and the cultural foundations of
mathematics. European Early Childhood Education Research
Journal 24 (1). 51-66.
Worthington, M. and Van Oers, B. (2015)
Children’s social literacies: Meaning making and the
emergence of graphical signs and texts in pretence.
Journal of Early Childhood Literacy 16(1), 1-29.
Carruthers, E. (2015).
Listening to children's mathematics in school.
In B. Perry., A. Gervasoni and A. MacDonald. Eds.
Mathematics and Transition to School - International
Perspectives. Sydney, Australia: Springer.
Courses and Conferences
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