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Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy

Version 2 2025-05-07, 04:59
Version 1 2022-09-29, 05:18
journal contribution
posted on 2025-05-07, 04:59 authored by Liz RouseLiz Rouse, Maria NicholasMaria Nicholas
The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-old children, this study shifts the focus to two-three-year-old children and the literacy focus of educators working with these very young children. Nine educators from Victoria, Australia were interviewed, asked to share their views on literacy learning and development for two-three-year-old children and the planning, assessment and practices they engage in to support children’s literacy development. Responses were analysed using a practice architectures lens. Findings showed that play-based pedagogies were often overlooked when seeking to support children’s literacy development, with a preference for more formalised foci on print-based learning activities, including a focus on alphabetic letter recognition. Implications for children’s literacy learning and practice are also discussed.

History

Journal

Journal of Early Childhood Literacy

Volume

25

Article number

ARTN 14687984221113170

Pagination

29-54

Location

London, Eng.

Open access

  • No

ISSN

1468-7984

eISSN

1741-2919

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Issue

1

Publisher

Sage Publications