Summer holidays, hurray!!! School’s over, yipeee!!!!
Whether at home or at school, this little girl still loves to paint, to draw and to practise the movements that, in French nursery schools, are harnessed to pre-writing activities. Who wants to join in? Wendy? Great!
PLAY: A self-help tool that enables children to achieve higher levels of cognitive functioning. (Johnson et al, 1999)
PLAY: Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. ( McLane & McNamee, 1990)
What we are witnessing here is the making of a text in a much larger sense – not simply the painting of a pretty picture – and it can be said to comprise three levels of construction:
- T1: the tangible written, graphical or semiotic text produced during the interaction
- T2: the linguistic or conversational text which accompanied the interaction and which can be coded as a transcript (though what each participant says in their head is lost forever!)
- T3: the literacy event as a whole and as a multimodal phenomenon comprising not only T1 and T2, but also other non-verbal elements (e.g. gaze, touch) and players (who’s taking the photos?)
Well done! Who needs pen and paper!