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Welcome to your CM Network News page
Apologies from Maulfry
- a broken arm and hip have prevented me doing
updates since April. Am now back in the swing...
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CONTEXT:
Child-initiated play
Attaching meanings to marks and
communicating through graphics in
pretend play
Nursery:
Oliver, Isaac and David have
attached stickers on fences with
zigzag marks and other marks and
symbols, during their play in the
sand area (at first no
explanations). Then Isaac uses
sticky labels and marks to act as
‘buttons’, sticking them all around
the fence.
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We can’t
always know the meanings of all
young children’s marks and symbols
but their proliferation is exciting
and shows their ease with
communications through graphicacy. |
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Taxonomy:
Making meaning in child-initiated
play
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Gallery 7: The emergence of graphic symbols and
texts in pretend play
Gallery
8: Children's graphic symbols and texts in
self-initiated contexts. |
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Welcome to new members
Welcome to
Anne Shaw from Salford
City College, Salford and
Caroline Waterhouse from the Early Years and
Childcare Team, Blackpool.
Resources
Publications - New in 2015:
Carruthers, E. (2015).
Listening to children's mathematics in school. In Perry,
B., A. MacDonald and A. Gervasoni. Eds. Mathematics and
Transition to School: International Perspectives.
Sydney, Australia: Springer
Worthington, M. (2015).
Mathematics and the ecology of pretend play. In. J. Moyles.
Editor. The Excellence of Play. 4th Edition.
Maidenhead: Open University Press.
Courses and Conferences
Courses and Conferences:
2015-2016
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