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Children creatively engaging each other
Harrison, Catherine Morandini, Christine
Harrison, Catherine
Morandini, Christine
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Abstract
This chapter explores the implementation of multiliteracies pedagogy and practices within an inclusive pre-school program for children with diverse abilities in outer Sydney. The project occurred as part of a three-year national research project undertaken in early childhood centres in Australia. The implementation of a multiliteracies framework supported educators to observe children differently and to value and support the many forms of meaning making demonstrated by the children. Educators shared their observations with families and used the diverse forms of meaning making to inform the spontaneous interactions and planned experiences that enabled children with diverse abilities to engage with each other. Diversity of learning styles and processes became central to pedagogy for all children and was fundamental to building a community of learners. The links between literacy practices, such as Boardmaker, sign, ICT and popular culture and the increase in shared learning, by children with and without additional needs are explored through teacher and researcher journal reflections and observations.
Keywords
boardmaker, differently abled, engagement, families, meaning making, multiliteracies, pedagogy, peer scaffolding, strengths based, inclusion
Date
2010
Type
Book chapter
Journal
Book
Volume
Issue
Page Range
39-52
Article Number
ACU Department
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Open Access Status
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Controlled