Embodied meaning-making: using literacy-as-event to explore a young child's small world play
Embodied meaning-making: using literacy-as-event to explore a young child's small world play
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具身意义创造：利用识字作为事件来探索幼儿的小世界游戏
作者：
Hulston S
本文运用识字为事件的概念，探讨幼儿在小世界游戏中的具体化意义建构。受关系思维的影响，识字研究的最新进展促使人们重新考虑如何在家庭和学校环境中创造意义。识字即事件的概念表明，意义的创造是不可预测的和动态的，对文本、人、物体和时刻之间的新的社会物质互动做出反应。这种观点表明，有必要确保儿童有机会参与到共享阅读活动之外的具体化和物质意义的创造中。在本文中，共享阅读事件后的小世界游戏被定位为通过与人和物的具体化和物质性的遭遇来实现社会-物质意义的创造。对《小世界》中的一集进行了分析。使用了多通道分析方法，使人们注意到儿童、她的成年人和物体之间的具体互动。对数据的分析表明，幼儿的意义形成包括身体和物质几乎停顿的时刻，然后是不稳定的动作。在静止和运动之间，这些经常是意想不到的波动，在儿童和她的成年人之间创造了生成性的紧张关系，使创作者能够在叙事动作、人物特征和故事主题之间进行互动。
This article uses the concept of literacy‐as‐event to explore the embodied meaning‐making of a young child during small world play. Recent developments in literacy research, influenced by relational thinking, have led to a reconsideration of how meaning‐making unfolds in home and school settings. The concept of literacy‐as‐event suggests that meaning‐making is unpredictable and dynamic, responding to novel socio‐material interactions between texts, people, objects and moments. This view suggests that there is a need to ensure children have opportunities to engage with embodied and material meaning‐making beyond shared reading events. In this article, small world play after a shared reading event is positioned as enabling socio‐material meaning‐making through embodied and material encounters with people and objects. A single episode of small world play is presented for analysis. A multimodal analytical approach is used, drawing attention to the embodied interactions between a child, her adult and objects. Analysis of the data shows that the young child's meaning‐making involved moments of physical and materialalmost‐hiatus, followed by erratic movements. These often unexpected fluctuations, between stillness and motion, created generative tensions between the child and her adult, enabling creativeswervesin engagement between narrative action, character traits and story themes.