1st Edition
Young Children’s Language in Context
Introduction—Language in context: positioning young children’s language and literacy learning within place, community and culture
Sheila Degotardi, Shelley Stagg Peterson and Jiangbo Hu
1. Mapping the literature on parent-child language across activity contexts: a scoping review
Caitlin Holme, Sam Harding, Sue Roulstone, Patricia J. Lucas and Yvonne Wren
2. Language expansion in Chinese parent–child mealtime conversations: across different conversational types and initiators
Ling Sheng, Wenming Dong, Feifei Han, Shiming Tong and Jiangbo Hu
3. ‘I’m a big boy, you’re a baby’. Negotiating labels, group boundaries and identities in an early childhood community of practice
Anna Strycharz-Banaś, Carmen Dalli and Miriam Meyerhoff
4. Language as context: a case of early literacy practices in New Zealand and Sweden
Amanda Bateman and Asta Cekaite
5. When and why do early childhood educators reminisce with children about their past experiences?
Penny Van Bergen and Rebecca Andrews
6. Infant educators’ use of mental-state talk in Australia and China: a cross-cultural comparative study
Sheila Degotardi, Feifei Han and Jiangbo Hu
7. Viewing young children’s drawing, talking, and writing through a ‘language as context’ lens: implications for literacy assessment
Shelley Stagg Peterson and Nicola Friedrich
Biography
Sheila Degotardi is Professor of early childhood education and the Director of the Centre for Research in Early Childhood Education at Macquarie University, Sydney Australia. Her research specialises in infant-toddler pedagogies, with a focus on language, social interactions and inter-personal relatedness.
Shelley Stagg Peterson is Professor of literacy education in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto (Canada). Her current project, Northern Oral language and Writing through Play (NOW Play), uses collaborative action research with teachers and early childhood educators to examine ways in which play and experiential learning can support young children’s language and literacy.
Jiangbo Hu is Professor at Hangzhou College of Child Development and Education, Zhejiang Normal University (China), and an honorary research fellow at Macquarie School of Education, Macquarie University (Australia). Her research focuses on monolingual and bilingual children’s early language experiences across different cultural settings.
