Opening it All Up

This paper examines the contention that an ‘autonomous’ model of literacy dominates pedagogy and research, emphasising technical outcomes for even the youngest children. It considers theoretical obstacles to alternative research paradigms, particularly a stance that views writing as ‘talk written down’. Studies of early mark-making suggest that children's signs are always intentional, already displaying some evidence of systemic principles in relation to writing, drawing, and number. This is supported by theoretical stances in multimodality, social semiotics, and phenomenology. These positions substantiate the development of new methodologies in early literacy research, emphasising interactive processes rather than outcomes. The paper considers the use of micro, multimodal transcripts of video evidence to examine the process of children's sign-making. It looks at vignettes of transcribed data involving children under the age of 3, and the use of microanalysis to investigate early writing.

本文探讨了这样一种观点，即一种“自主”的读写能力模式在教学法和研究中占主导地位，甚至对年幼的儿童也强调技术成果。它考虑了替代研究范式面临的理论障碍，特别是一种将写作视为“写下来的话语”的立场。对早期涂鸦的研究表明，儿童的符号总是有意的，已经在写作、绘画和数字方面显示出一些系统性原则的证据。这得到了多模态、社会符号学和现象学的理论立场的支持。这些观点证实了早期读写能力研究中新型方法的发展，强调互动过程而非结果。本文考虑使用视频证据的微观、多模态文字记录来研究儿童创造符号的过程。它审视了涉及3岁以下儿童的转录数据片段，以及使用微观分析来研究早期写作的情况。