This growing list of resources brings new ideas into focus for educators, and highlights the Provincial Centre’s orientations and pedagogical commitments. The ideas pointed to here, in the form of articles, audio recordings, reports, websites and video, can be filtered around pedagogical approaches.
The resources hold the potential to inform, enhance, challenge or complexify early childhood education practices, setting in motion a collaborative reimagining of early childhood education as spaces for democratic possibilities.
The Provincial Centre of Excellence has here begun a list of annotated resources to think with literacies and literacies pedagogies in early childhood. The resources make up an evergreen list that will continue to evolve with our conversations. Below, we highlight some of the rationale for the selections we have made.
First, we selected resources that might provoke conversations and pedagogies that can widen definitions of literacy. Literacy in contemporary research and documents like How Does Learning Happen? is not static or singular, and it is not just about reading and writing but literacies. When placed beside each other, the resources reflect the plurality of ways through which people with their social, material, and cultural contexts make and express meanings.
The resources also collectively reflect that there is no better place to see the many ways that literacies can live in the world than in early childhood. The resources speak to how literacies in early childhood are not lesser versions of adult-literacy, but rather meaning-making practices in their own right.
Further, the resources communicate that literacies are not a set of disembodied, de-contextualized skills that belong to an individual. Literacies are situated. What we mean by this is that literacies are created out of the relationship between children and the people, places, things, practices, and other material and immaterial elements of their worlds (e.g., values, ideas, and hopes).
We hope the resources advocate for pedagogies that can expand and enliven opportunities for children to make meanings within existing and new relationships. The resources speak to how these opportunities might be created through engagements with a variety of interconnected forms of communication (e.g., oral language, gesture, image), media (e.g., clay, paper, digital tools like cameras), and languages.
The above rationale is just a start to this dialogue on what literacies in early childhood might be or can be. We look forward to continuing to engage with you as we add, delete, and juxtapose more resources over time. To be responsive and flexible, we have used a design tool called Padlet to share the resources. Follow this link to our Padlet literacies resource page. We have organized the resources into four columns: (1) literacies-related organizations; (2) literacies-related research; (3) texts to share with children (recommendations and reviews) and (4) literacies pedagogies and curricula. Scroll down each column to view the resources included. Click on each image to open the website or resource posted on the page. Drop us a line on Twitter @EYpedagogists or send us a message here and let us know if you have something you’d like to share.