Book contents
- Talking with Children
- Talking with Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Notes on Transcription Conventions
- Introduction
- Part I Talk as Social Action
- Part II Pedagogy in Interaction
- 8 Literacy
- 9 Storytelling
- 10 Digital Technologies
- 11 Mathematics
- 12 Creativity
- 13 Multilingualism
- 14 Belonging
- Part III Interaction and Inclusion
- Index
- References
13 - Multilingualism
from Part II - Pedagogy in Interaction
Published online by Cambridge University Press: 16 June 2022
Book contents
- Talking with Children
- Talking with Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Notes on Transcription Conventions
- Introduction
- Part I Talk as Social Action
- Part II Pedagogy in Interaction
- 8 Literacy
- 9 Storytelling
- 10 Digital Technologies
- 11 Mathematics
- 12 Creativity
- 13 Multilingualism
- 14 Belonging
- Part III Interaction and Inclusion
- Index
- References
Summary
This chapter examines how creativity supports learning in early childhood educational settings. The chapter begins with a brief overview of research on creativity in early childhood education, highlighting frameworks that tend to the creative potential everyday classroom interactions have on learning. The data presented in this chapter is from a play-based activity that took place in a mixed-age classroom of children aged six to eight years old. Children in the study dramatically pretended to play as marine creatures to learn about the interdependent relationships in marine ecosystems. Conversation analysis was used to examine how children creatively used playful and dramatic talk to develop and communicate scientific ideas in discourse. Findings also illustrate how teachers can support and sustain children’s creative work in playful, inventive, and meaningful ways. The chapter concludes with recommendations for practitioners who seek to implement and develop creative learning in their classrooms.
- Type
- Chapter
- Information
- Talking with ChildrenA Handbook of Interaction in Early Childhood Education, pp. 266 - 285Publisher: Cambridge University PressPrint publication year: 2022
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