Ventriloquism as early literacy practice: making meaning in pretend play

Amanda Bateman*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (SciVal)
    Original languageEnglish
    Pages (from-to)68-85
    Number of pages18
    JournalEarly Years
    Issue number1
    Publication statusPublished (VoR) - 2 Jan 2018


    Thanks is given to the New Zealand Teaching and Learning Research Initiative for funding the project that this data belongs to, ‘Literacy and narrative in the early years: Zooming in and zooming out’. Thank you to the children, families and teachers who participated in this research. I would also like to thank the members of the UCLA CLIC winter quarter 2016 group in Chuck Goodwin’s Co-Operative Action Lab for their exceptional insight into the data, and the members of Linköping Conversation and Interaction Analysis Group for their generous discussions around the data. Thanks also go to Friederike Kern for insightful discussions around Laver’s voice quality.

    FundersFunder number
    University of California, Los Angeles


      • early literacy practices
      • New Zealand
      • object personification and voice projection
      • Pretend play
      • storytelling
      • ventriloquism


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