| Original language | English |
|---|---|
| Pages (from-to) | 68-85 |
| Number of pages | 18 |
| Journal | Early Years |
| Volume | 38 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published (VoR) - 2 Jan 2018 |
Funding
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.
| Funders |
|---|
| University of California, Los Angeles |
Keywords
- early literacy practices
- New Zealand
- object personification and voice projection
- Pretend play
- storytelling
- ventriloquism
Fingerprint
Dive into the research topics of 'Ventriloquism as early literacy practice: making meaning in pretend play'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver