Shelley Stagg Peterson – författare

Skrivandet är en självklar del av skolans alla ämnen, kanske till och med så självklar att vi inte riktigt tänker på den mängd av färdigheter som ingår. Så vad är då viktigt att ha kunskap om för att kunna stötta elevers skrivutveckling? Och hur går man till väga rent praktiskt?I den här boken tar författarna avstamp i skrivdidaktisk forskning. I tydliga resonemang lyfter de fram en rad viktiga aspekter på skrivande och skrivundervisning, men också hur vi kan förstå dem i samspel och som en helhet. I kapitlen ryms bland mycket annat interaktionen mellan läsande och skrivande, multimodalt skrivande, skrivande genom dataspelande och lek, svårigheter i skrivande och skrivande i flerspråkiga klassrum. Målet är att ge lärare redskap för att tänka bredare och djupare om sin skriv­undervisning och därmed kunna utveckla den.Boken riktar sig till såväl lärarstudenter som lärare i grundskolan. Samtliga kapitel visar forskningens potential att göra skillnad för elevers skrivutveckling och ger många konkreta undervisnings­exempel från grundskolans alla stadier.

This book explores how young children’s language development is intricately connected to the context in which it takes place. The term ‘context’ not only specifies a geographical location, but also encompasses notions of culture, community and activity. ‘Context’ also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions. Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children’s language and literacy learning opportunities. The chapters interrogate the topic of ‘Young Children’s Language in Context’ by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children’s language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

This book explores how young children’s language development is intricately connected to the context in which it takes place. The term ‘context’ not only specifies a geographical location, but also encompasses notions of culture, community and activity. ‘Context’ also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions. Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children’s language and literacy learning opportunities. The chapters interrogate the topic of ‘Young Children’s Language in Context’ by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children’s language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers.Sharing a wide range of perspectives, The Role of Place and Play in Young Children’s Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice.Bringing play and place together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning, this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.