Educators use a multitude of video STEM read-alouds across educational settings; however, much remains unknown about how children learn from them. This study examines how children learn from diverse STEM professionals reading aloud STEM-based storybooks asynchronously. Through a mixed-methods study, we shed light on the benefits, limitations, and possibilities of video STEM read-alouds to engage young children and activate their meaning-making skills of retelling, summarizing, and connecting to prior knowledge. Finally, we discuss the implications for using video read-alouds for literacy development within STEM teaching and learning and suggest recommendations for educators and future studies.
There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews and consolidates the literature on young children aged birth to 8 years, and their social interactions with family members during shared use of digital technologies. It considers the types and features of interactions studied across the various contexts of children’s digital use and draws on this evidence to provide a forward-looking research agenda. Comprehensive searches of 4 electronic databases (SCOPUS, ERIC, PsycInfo, Web of Science) using terms focused on the child, other person/s, the social interaction, and the digital element were conducted for the years 2015 to 2023. This yielded 46 studies reporting on young children’s social interactions during shared digital experiences in family contexts. Synthesis of the findings were organised and discussed according to each study’s characterisation of interactions, including attributes of oral language, communication support of children’s understanding, social interactions and connections, and familial negotiations. These themes were explored to highlight patterns and trends in the literature. Across the studies, findings point to a complex and dynamic relationship between children, their parents, and digital technologies within the home context and family dynamics – highlighting the critical role of various child, adult, and digital factors (e.g., child age, parent digital literacies, app design) in shaping the interaction. Understanding how these factors influence children’s social interactions during digital experiences is crucial for developing effective guidance and support for families.
This article investigates how teachers in Swedish preschool class conceptualize and make sense of multimodality in relation to children’s early literacy learning. While multimodal perspectives have become increasingly influential in literacy research, emphasizing that meaning is made through multiple semiotic modes, such as image, gesture, movement, and material manipulation, less is known about how teachers themselves understand and value these modes in classroom practice. Drawing on a qualitative interpretative research design, the study is based on semi-structured interviews with sixteen preschool-class teachers across seven schools in Sweden. The analysis, guided by a social semiotic and social constructivist framework, identifies four interrelated themes: (1) multimodality as familiar yet conceptually elusive, (2) multimodality in practice: rich enactments and epistemic tensions, (3) modalities as tools, supports, and values, and (4) navigating constraints and possibilities. Findings reveal that while teachers’ everyday practices are deeply multimodal, integrating drawing, song, movement and digital media, their understandings of literacy remain predominantly anchored in an alphabetic and linguistic norm. Multimodality is enacted intuitively but seldom theorized, often positioned as instrumental support for writing rather than as an epistemic mode of knowing and meaning-making in its own right. The article argues that this conceptual gap underscores the need for a shared professional metalanguage for discussing multimodal literacy pedagogy. By foregrounding teachers’ lived negotiations of multimodality, the article contributes to a deeper understanding of the role of multimodal communication in, and current trajectories of, early literacy education.
This paper presents an exploratory and qualitative study of children’s forms of writing Italian and Hebrew. Participants were Italian children learning the final year of infant school within the Jewish community in Italy. Interactions among children and teachers are in Italian as their first language, with some level of non-formal exposition and interaction with Hebrew as an additional language. No formal teaching in Italian or Hebrew reading and writing. Children were asked to write their names in both languages, some Italian words, and Hebrew well-known words. The qualitative analyses focus on ways of writing in both Italian and Hebrew among a subgroup of 10 children who wrote Italian according to some level of phonographic correspondences. Qualitative analyses showed that children differentiate between the two writing systems even before writing Hebrew with pertinent letters. Children wrote according to a similar phonographic correspondence in both languages, supporting the writing developmental path beyond differences in the writing systems. We found a transference of word analysis for writing from the Italian to the Hebrew writing system, even among children who wrote Hebrew with pertinent graphemes. The main feature that resisted such transference was the graphemic system. Asking young children to write additional languages seems to both reflect and promote metalinguistic activity regarding similarities and distinctions among writing systems. These findings are discussed.
Writing workshop models, historically grounded in expressivist views of writing, emphasize student agency by encouraging choice of topics, genres, and audiences. At the same time, workshops have been critiqued for privileging personal narratives, overlooking popular culture, and reproducing dominant cultural norms. Drawing on a communities of practice framework, this qualitative case study examined what children value in a K/1 writing workshop. Data sources included classroom observations, student focus groups, interviews, and analyses of student texts collected across two spring semesters in a university-affiliated laboratory school. Findings show that students valued a wide range of topics and genres, appreciated multimodality and humor, and frequently wrote with and for peers. These practices reflected a classroom community characterized by collaboration, shared routines, and opportunities for student agency. The study highlights how young writers negotiate purpose and audience within social writing practices and raises questions about how and when explicit instruction about genre and audience might be introduced in early writing instruction.
Teachers play a central role in shaping their classroom learning environments and students' access to literacy practices. The purpose of this study was to examine one first-grade teacher's discourse during writing to understand how a teacher implements generative writing instruction and opens us space for student agency. Using sociocultural discourse analysis, data were collected via interviews with the teacher and audio recordings of her discourse during 10 writing sessions. Analyses revealed certain types of discourse and teacher beliefs and characteristics conducive to generative writing opportunities. The study adds to our understanding of the teacher's role in a classroom writing community, how transcription and composition instruction can coexist, and discursive methods to incorporate generative writing opportunities into early-grade classrooms. This research challenges teachers to reconsider how their discourse may influence students' writing and agentic opportunities at a time when children are just beginning to develop their writer identities.
Daily storytelling was introduced in four informal house schools in Cloetesville, Stellenbosch, South Africa, to examine how a simple storytelling routine could be incorporated into everyday childcare. These house schools operate in a neighbourhood where children have limited access to books, few opportunities to visit libraries, and where safety concerns often restrict movement beyond the immediate community. Within this context, house schools play an important role in early childcare, although access to literacy materials and structured reading practices remains limited. Early literacy research has given limited attention to how literacy practices emerge in such informal settings. A qualitative feasibility study was conducted in four house schools involving seventeen children aged 18 months to 5 years and four house-school owners. Afrikaans picture books were introduced, supported by on-site coaching in shared reading delivered by two community volunteers. Structured observations documented children's attention, verbal responses, and participation during storytelling sessions, together with changes in carers' reading practices over time. Across the four sites, storytelling became part of daily childcare. Children showed sustained attention to illustrations, anticipated familiar story events, and repeated phrases during free play. Carers incorporated pauses, questions, and shared attention to the text following coaching. Storytelling continued across all sites during the observation period, including periods when movement in the neighbourhood was restricted, indicating its potential to function as a stable literacy practice within local constraints.
Read-alouds and educational television have well-documented benefits for early childhood literacy learning. Meanwhile, media platforms like YouTube are becoming a growing force in the lives of children. Yet, little is known about the content and educational affordances and constraints of YouTube content design for young learners, such as read-alouds. Drawing on frameworks from emergent digital literacy and multimodality, this study presents a content analysis of the 50 most-viewed YouTube videos found when searching for "preschool read-alouds." Here, we examine their video features (e.g., reader presence, text/page display, visual/sound effects), story features (e.g., genre, character types, instructional focus), and instructional strategies used before, during, and after the reading (e.g., asking a question, modeling a think aloud, giving a next step). The findings indicate that while many videos used multimodal elements to enhance the story delivery (e.g., sound effects and animated text), few incorporated features known to promote deeper comprehension, such as contextualized questioning, vocabulary support, or interactive prompts. These findings have implications for early childhood educators, caregivers, and content creators, highlighting the need for more intentional design of digital read-alouds that align with early literacy development goals, as well as the important role of adult mediation of YouTube content for children.
This study advocates for writing instruction that recognizes young children as authors in their composing practices while simultaneously building, deepening, and honing their skills as writers, ranging from authors' craft and genre-based moves, aligning tone and message for intended audiences, to spelling and transcription. Drawing on theories of writing as praxis and Transformative Activist Stance, this study examines how two early childhood teachers fostered supportive writing communities where children made intentional authorial choices while developing essential writing skills. Findings demonstrate young children are capable of being leaders through writing and making complex decisions about their craft, audience, purpose, and genre, while engaging in collaborative, transformative practices in a writing community. This study has implications for reimagining early childhood writing instruction, emphasizing the need for authentic writing honoring children's voices and fostering individual and collective transformation.
Using the concept of the Cultural Interface (CI), this study investigated the continuity of colonial ideas in contemporary early literacy policies. The data sources consisted of semi-structured interview scripts and key documents presenting Zambia's, the United States Agency for International Development's (USAID) and World Bank's early literacy policy ideas. These sources were analysed using the Thought Ritual process. The analysis reveals a continuity of colonial ideas, particularly the notion that Indigenous people lack a knowledge system to foster Western civilisation or economic development. To justify colonial ideas, Indigenous Knowledge Systems (IKS) were framed as primitive, even though the term 'poverty' is used in the contemporary era. During the colonial era, civilisation was to be fostered through adapted education and mass literacy. After the colonial era, this foundation was mainly used for self-determination-to control and continue developing Western institutions after the departure of the British Empire. This manifests in simplified early literacy policies geared towards poverty reduction through gender equality, health and a heavy emphasis on the technical ability to read Indigenous languages, while sidelining the broader integration of IKS. This paper provides new insights into coloniality by highlighting the subtle but persistent ways colonial ideas are embedded in contemporary early literacy policies and their effects on IKS in Zambia.
Bullying in preschool settings is a critical issue with long-term developmental implications, yet early intervention strategies remain underexplored. This study investigates the role of interactive read-aloud sessions featuring bullying-themed picture books in shaping preschoolers' understanding of bullying and developing coping strategies. The study was conducted in four preschool classrooms in southern T & uuml;rkiye. A total of 71 children (aged between 52 and 72 months) participated, with 38 in the read-aloud group and 33 in the non-read-aloud group. Over 5 weeks, children in the read-aloud group participated in weekly teacher-guided read-aloud sessions. Data were collected through audio-recorded classroom sessions and child interviews. The interpretation of the findings was guided by a sociocultural perspective informed by Vygotskian theory and by critical discourse analysis. Thematic analysis was employed to identify patterns in children's conceptualizations and responses to bullying, while critical discourse analysis explored how teacher-child dialogue and interactional practices shaped these understandings. Children in the read-aloud group demonstrated a more nuanced understanding of bullying, identifying 54 distinct bullying behaviors compared to 30 in the control group. They were also more likely to describe bullying as morally wrong and reported a wider range of coping strategies. Teacher discourse played a key role in scaffolding children's social understanding, supporting moral reasoning, and promoting emotional resilience. Notably, children in the read-aloud group showed increased awareness of relational bullying and indirect aggression. Interactive read-alouds can be an effective tool in early childhood education to enhance bullying awareness, support emotional understanding, and build coping skills. Teacher facilitation is essential in guiding reflection, fostering empathy, and framing bullying as a social and moral issue. These findings highlight the potential of literature-based interventions as proactive bullying prevention strategies in preschool settings.
The aim of this study was to explore how students' and newly graduated preschool teachers' beliefs about digital literacy in preschool develop, as well as the extent to which they see this as part of their mission from a democratic perspective. This longitudinal study followed a group of participants as students during their teacher education and 3 years as graduated teachers. Data consisted mainly of transcribed discussions and was analysed out from a theoretical understanding of teacher agency. The results revealed an initial scepticism regarding the use of digital tools in preschool; however, the participants' attitudes changed during the preschool teacher programme, as they began to see a learning potential of digital tools. Three years after graduation, digitalisation was a given part of their work - including a democratic perspective. This article shows how education matters, and that it takes time for the preschool-teachers to develop their beliefs.
What if early reading instruction was more like dance class? This article shares findings from a study of young children's and adults' perceptions of embodied read-alouds. Embodied read-alouds are a form of interactive read-aloud that intentionally incorporates creative movement dance. The qualitative case study described here evolved from young children's comments suggesting school read-alouds should be more like the ones they experienced at their dance studio. Specifically, the embodied read-aloud approach executed by one dance teacher (second author) is analyzed and synthesized, and key elements are identified and discussed in relation to empirical research and Embodied Cognition Theory. Findings suggest creative movement dance may complement more traditional approaches to reading aloud and young children can recognize some of the research-supported benefits of integrating opportunities for movement into read-alouds. The article also offers tips for bridging the gap between incorporating movement into reading instruction in the dance studio and general classroom.
Finding books that reflect linguistic and cultural backgrounds that align with families' home language(s) can be a meaningful way to support children's early language and literacy development. In the United States, where English is the dominant societal language, one common recommendation to help families find books in non-English language(s) is to turn to public libraries. In light of this suggestion, what do library staff see in everyday practice when supporting families seek linguistically-diverse books? We used both quantitative and qualitative approaches to analyze survey responses of 70 library staff across 25 library branches in a linguistically-diverse urban U.S. setting. Library staff shared their perspectives when supporting families who seek books (e.g., concept books, floppy books, board books, and picture books) in non-English languages for children under 5 years. We drew on principles of directed content analysis and summative analysis to code participants' open-ended responses regarding families' awareness of and barriers to non-English children's books, mapping coding categories to Bronfenbrenner's Bioecological Model. We illustrated a complex network underlying access to linguistically-diverse children's books in library settings, which highlighted the roles of families, library staff, the library system, community attitudes and ideologies, and changes over time. Library staff noted numerous resources available, as well as resources needed, to continue supporting families who seek non-English language children's books. Finally, we identified considerations of library staff when selecting books for children under 5 years, which highlighted the triadic alignment of the book, the child, and adult involvement to support early book sharing interactions.
The present paper provides an overview of research on portrayals of people with disabilities in children’s fiction. A literature search identified 163 studies on this topic. A detailed survey of 78 analyses of corpora of books specifically intended for young children, rather than for adolescents or young adults, showed that most research has focused on certain types of disability, notably neurodevelopmental disorders. In addition, most studies have examined fiction books written in English, which raises the question of whether their results can be generalized to other languages, especially in the case of communication disorders such as dyslexia. This review also reveals the interest expressed by research in the quality of portrayals of disabilities in children’s fiction and the evolution of research on this topic since the 1990s, a decade characterized by the development and implementation of inclusive policies in most North American and European countries.
Text messaging programs have emerged as effective tools for enhancing parental engagement in children’s home-based literacy development, as substantiated by a growing body of research. This paper presents findings from a doctoral study that examined parental experiences and perceptions of a literacy-based text messaging program, with particular emphasis on how such initiatives inform and shape literacy practices in families with kindergarten-aged children. Rooted in the frameworks of social constructivism and interpretivism, the research privileges participants’ unique perspectives to explore the varied meanings parents construct around their use of the Kindytxt program. The study was theoretically informed by Vygotsky’s sociocultural theory, which underscores the influence of familial and cultural contexts on children’s literacy growth, as well as Bronfenbrenner’s ecological systems theory, which situates family environments as critical to early literacy outcomes. Employing hermeneutic phenomenology, the research adopted a mixed-methods approach to capture the lived experiences of parents engaged with the Kindytxt program, enabling a nuanced analysis of how text messaging might bridge potential gaps between home-based and school-based literacy learning practice. Key findings indicate that text message-based programs like Kindytxt hold the potential in mitigating common barriers identified in educational literature, including limited access to school literacy information, challenges in initiating literacy activities at home, and perceptions relating to the practical benefits of early literacy engagement. Parents reported that the prompt, accessible, and easily understood messages empowered them to integrate literacy-rich practices into daily routines. These results underscore the potential of literature-informed text messaging programs to foster stronger home-school aligned literacy learning and to improve literacy outcomes for children.
The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children’s literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children’s work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher’s journal. Visual analysis was used to investigate children’s work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children’s agentic literacy practices and how children’s wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.
In this study, we aimed to examine the effect of using both creative drama and direct narration methods with the story The Bremen Town Musicians on the story comprehension of children aged 60–72 months, as well as their views on the creative drama application and the story itself. We employed an embedded mixed-methods design, combining quantitative and qualitative research. To investigate the effect of creative drama on story comprehension, we used the Solomon Four-Group Design with a pre-test and post-test control group. To support the quantitative data, we collected qualitative data on children’s views regarding the creative drama process, reinforcing the findings. The study group consisted of 96 children (24 in each of the four groups) attending independent preschools in İzmir’s Buca district during the 2024–2025 academic year. We used a knowledge test on The Bremen Town Musicians and a semi-structured interview form. The Mann–Whitney U and Kruskal–Wallis H tests were applied. The pre-test results did not influence the post-test scores of the experimental group. Findings showed that children who experienced the story through creative drama had higher post-test scores than those who received direct narration. Analysis of children’s views on the creative drama process and the story revealed themes of “enactment,” “acquisitions,” “emotions,” and “changes.” Enactment included imitation, singing, wearing costumes, and coming up with a title. Acquisitions involved new friendships, emotions, helping others, collaboration, and problem solving. Emotions reflected enjoying the fairy tale, feeling happy, excited, sad, or afraid. Changes included adding different animals, robbers turning good or not being present, the police showing up, owners treating them well, and having the animals be younger. The results highlight the effectiveness of creative drama in enhancing young children’s story comprehension.
