Multimodal perspectives of language, literacy, and learning in early childhood : the creative and critical "art" of making meaning
- 其他作者：
- 其他題名：
- Educating the young child ;
- 出版： Cham : Springer International Publishing :Imprint: Springer
- 叢書名： Educating the young child ;volume 12
- 主題： Arts and children. , Arts--Study and teaching (Early childhood) , Arts--Study and teaching (Elementary) , Arts--Study and teaching (Preschool) , Cognition in children. , Early childhood education. , Education, Preschool. , Education. , Early Childhood Education. , Teaching and Teacher Education. , Literacy. , Creativity and Arts Education. , Learning & Instruction.
- ISBN： 9783319442976 (electronic bk.) 、 9783319442952 (paper)
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FIND@SFXID:
CGU
- 資料類型: 電子書
- 摘要註: Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing "sense" to 21st century early childhood education, with "sense" as related to modalities (sight, hearing), and "sense" in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume's explicit focus on children's visual texts ("art") facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children's "sense-making" of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.
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讀者標籤：
- 系統號： 005382584 | 機讀編目格式
館藏資訊
Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing “sense” to 21st century early childhood education, with “sense” as related to modalities (sight, hearing), and “sense” in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume’s explicit focus on children’s visual texts (“art”) facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children’s “sense-making” of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning;” and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.