Movement, meaning and affect and young children’s early literacy practices

ABSTRACT

This paper reports on an analysis of patterns of children’s bodily movements in an Early Years classroom. I illustrate two prevalent patterns identified during close observations of children’s 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’s 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’s whole bodily movements and the accompanying affective atmospheres in the emergence of young children’s 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’s emerging literacy practices in Early Years classrooms.

KEYWORDS:

• Early Years classrooms
• literacy practices
• movement
• embodied meaning making

Disclosure statement

No potential conflict of interest was reported by the author.