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Approaches to early literacy development from a multiliteracies standpoint: A case study of Aboriginal supported playgroups

Lee-Hammond, L.ORCID: 0000-0002-9699-7508 and Hesterman, S.ORCID: 0000-0001-7491-5527 (2019) Approaches to early literacy development from a multiliteracies standpoint: A case study of Aboriginal supported playgroups. In: Whitebread, D., Grau, V., Kumpulainen, K., McClelland, M.M., Perry, N.E. and Pino-Pasternak, D., (eds.) The SAGE Handbook of Developmental Psychology and Early Childhood Education. SAGE Publications Ltd, pp. 453-468.

Link to Published Version: http://dx.doi.org/10.4135/9781526470393
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Abstract

Our research examines early literacy development in a case study of five Aboriginal supported playgroups in Western Australia. Our discussion centres around the meaning of literacy in the twenty-first century, with particular emphasis on pedagogies for multiliteracies. Multiliteracies is understood in this research to align closely with Malaguzzi’s Hundred Languages of Children (Malaguzzi, 1998). We focus on meaning-making for young Indigenous1 children and their families who participated in supported playgroups. We provide an overview of the literature specifically concerned with multiliteracies and offer a critique of various approaches to early literacy learning that, we will argue, constrain rather than enhance children’s literacy acquisition.

Item Type: Book Chapter
Murdoch Affiliation(s): School of Education
Publisher: SAGE Publications Ltd
URI: http://researchrepository.murdoch.edu.au/id/eprint/61582
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