Developing early literacies in informal settings: The importance of cultural representation in an aboriginal playgroup

Diaz, CJ; Morgan, L; Chodkiewicz, A

Developing early literacies in informal settings: The importance of cultural representation in an aboriginal playgroup

Diaz, CJ Morgan, L

Chodkiewicz, A

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Publication Type:: Journal Article
Citation:: International Journal of Early Childhood Learning, 2018, 25 (1-2), pp. 29 - 43
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Diaz, CJ	en_US
dc.contributor.author	Morgan, L https://orcid.org/0000-0001-9314-3497	en_US
dc.contributor.author	Chodkiewicz, A	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	International Journal of Early Childhood Learning, 2018, 25 (1-2), pp. 29 - 43	en_US
dc.identifier.issn	2327-8722	en_US
dc.identifier.uri	http://hdl.handle.net/10453/129017
dc.description.abstract	© Common Ground Research Networks, Criss Jones Diaz, Liam Morgan, Andrew Chodkiewicz. This paper presents the results of a yearlong study within an Aboriginal playgroup on the outskirts of Western Sydney. Using a methodology that was collaborative and iterative and gathering data through a participant ethnographer who was herself Aboriginal, enabled a clear view of the impact of literacy strategies that were implemented in consultation with mothers and the playgroup leader. It was found that Aboriginal texts, stories, songs, and dance, arranging for children to experience various Aboriginal cultural events, as well as talking about and modeling language interactions, led to increased and regular child and child-adult literacy interactions. Longer-term impacts relating to home literacy practices and transition to school were also reported.	en_US
dc.relation	http://purl.org/au-research/grants/arc/LP100100213
dc.relation.ispartof	International Journal of Early Childhood Learning	en_US
dc.relation.isbasedon	10.18848/2327-7939/CGP/v25i01/29-43	en_US
dc.title	Developing early literacies in informal settings: The importance of cultural representation in an aboriginal playgroup	en_US
dc.type	Journal Article
utslib.citation.volume	1-2	en_US
utslib.citation.volume	25	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	1-2	en_US
pubs.publication-status	Published	en_US
pubs.volume	25	en_US

Abstract:

© Common Ground Research Networks, Criss Jones Diaz, Liam Morgan, Andrew Chodkiewicz. This paper presents the results of a yearlong study within an Aboriginal playgroup on the outskirts of Western Sydney. Using a methodology that was collaborative and iterative and gathering data through a participant ethnographer who was herself Aboriginal, enabled a clear view of the impact of literacy strategies that were implemented in consultation with mothers and the playgroup leader. It was found that Aboriginal texts, stories, songs, and dance, arranging for children to experience various Aboriginal cultural events, as well as talking about and modeling language interactions, led to increased and regular child and child-adult literacy interactions. Longer-term impacts relating to home literacy practices and transition to school were also reported.

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http://hdl.handle.net/10453/129017