https:\/\/doi.org\/10.1080\/09669760.2019.1701998<\/a><\/p>\n\n\n\nABSTRACT<\/p>\n\n\n\n
This paper reports on an analysis of patterns of children\u2019s bodily movements in an Early Years classroom. I illustrate two prevalent patterns identified during close observations of children\u2019s walking movements as they as they followed their interests while accessing continuous provision in an Early Years setting in England. I termed the patterned pathways movement\/ interest formations and draw a relationship between these formations and affective atmospheres, suggesting that these atmospheres were created by the dynamics and flows of children\u2019s ongoing bodily movements. I propose that affective atmospheres and movement\/interest formations are intricately connected to child-produced meanings as children re-imagine, re-shape and re-purpose classroom spaces and materials. In this way I contribute to conceptual understandings role of children\u2019s whole bodily movements and the accompanying affective atmospheres in the emergence of young children\u2019s literacy practices. My findings substantiate viewpoints that children should be provided with the opportunity to engage in exploratory play and move freely in education settings. Furthermore, I suggest that practitioners be attuned to the the affective dimensions of young children\u2019s emerging literacy practices in Early Years classrooms.<\/p>\n\n\n\n
KEYWORDS: Early Years classrooms literacy practices movement embodied meaning making<\/p>\n","protected":false},"excerpt":{"rendered":"
Karen Daniels (2021) Movement, meaning and affect and young children\u2019s early literacy practices International Journal Early Childhood Education 29\/1 p41-55 https:\/\/doi.org\/10.1080\/09669760.2019.1701998 ABSTRACT This paper reports on an analysis of patterns of children\u2019s bodily movements in an Early Years classroom. I illustrate two prevalent patterns identified during close observations of children\u2019s walking movements as they as … <\/p>\n
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