Although there are studies that examine play and literacy relationships, literacy and family relationships, and childhood play in cross-cultural contexts, there are currently no detailed, grounded studies that weave these together as a way of re-theorizing traditional approaches to the study of play and literacy in early childhood. Framed within the perspectives of emergent literacy, social constructivism, and social positioning theory, this qualitative case study explores the intersections of play, literacy, and culture through an in-depth examination of the home-based play activities of a five-year-old Chinese girl. The unique focus of the book offers an up-to-date viewpoint on the bi-directionality and reciprocity between play and literacy learning by exploring issues of gender, identity, family literacy, and culture. Written in narrative format, this highly accessible book paints a rich portrait of what it means to be a child language learner in and across complex linguistic worlds where dissonant cultures must sometimes be negotiated.

Autorentext

The Author: Maureen Kendrick is an assistant professor in the Department of Language and Literacy Education at the University of British Columbia, Canada. She received her Ph.D. from the University of Alberta and is author of a number of journal articles and book chapters on children's multimodal representations in language learning, family and community literacy practices, and the cultural study of children's play.

Inhalt

Contents: Early childhood literacy - Children's play in cross-cultural contexts - Family literacy - Second language learning.