Visualising young children's play: exploring multimodal transcription of video-recorded interaction
Visualising young children's play: exploring multimodal transcription of video-recorded interaction
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可视化幼儿的游戏：探索视频录制交互的多模式转录
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
K. Cowan
中科院分区：
文献类型：
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作者：
K. Cowan
本论文从多模态社会符号学的角度考虑儿童发起的游戏，密切关注儿童在游戏中以多种方式协作创造意义的方式。这种观点抵制对游戏的工具性、发展性观点，并且出现在基于游戏的方法与日益正式的学习议程和早期评估的变化之间产生紧张关系的时候。为了探索儿童发起的游戏的多模态，需要适当的理论和研究方法来关注儿童在多种模式下创造意义的方式。该研究通过在英国一所幼儿园进行的人种学、教师研究案例研究收集了对儿童发起的游戏的基于视频的观察。多模式研究中的一个特殊挑战是开发转录形式，以细粒度的细节解释多种模式，而为转录语言而开发的约定被证明是不够的。本论文提出了四种多模式转录本设计作为分析工具，将游戏的多模式方面带到了前台，并批判性地讨论了每种多模式转录本的得失。多模态记录强调了儿童发起的游戏作为学习的丰富性和复杂性，使儿童游戏的复杂性、分层性、变革性、创造性和主动性意义建构的可见性变得可见。本文提出，多模态转录不仅通过使其可见和可共享来“可视化”游戏，而且还提供了一个新的视角，通过它我们可以理解游戏的符号复杂性。因此，通过相互交织的实质性和方法论线索，本论文为识别和重视早期研究方法、教育理论和实践中的游戏意义创造所必需的工具和配置做出了贡献。
This thesis considers child-initiated play from a multimodal social semiotic perspective, giving close attention to the ways in which children collaboratively make meaning in play in a multitude of ways. Such a perspective resists instrumental, developmental perspectives on play, and comes at a time when play-based approaches are in tension with increasingly formalised learning agendas and changes to early years assessment. In order to explore the multimodality of child-initiated play, apt theories and research methods are necessary for attending to the ways children make meaning in multiple modes. The study consists of video-based observations of child-initiated play collected through an ethnographic, teacher-research case study carried out in a nursery school in England. A particular challenge in multimodal research is developing forms of transcription which account for multiple modes in fine-grained detail, with the conventions developed for transcribing language proving insufficient. This thesis presents four multimodal transcript designs as analytic devices that bring multimodal aspects of play to the fore, and critically discusses the gains and losses of each multimodal transcript. The multimodal transcripts highlight the richness and complexity of child-initiated play as learning, making visible ways in which children’s play is complex, layered, transformative, creative and agentive meaning-making. This thesis proposes that multimodal transcription not only ‘visualises’ play by making it visible and sharable, but also offers a new lens through which we might understand the semiotic complexity of play. Through interwoven substantive and methodological strands, this thesis therefore offers a contribution towards the tools and dispositions necessary for recognising and valuing meaning-making in play, in early years research methodology, educational theory and practice.
将民族志纳入数字时代早期读写能力的多模式调查
影响因子：
3.6
作者：
Flewitt R
通讯作者：
Flewitt R
多模态和民族志：在交叉点工作
影响因子：
3.6
作者：
Dicks B
通讯作者：
Dicks B