“… [k] looks like a robot.” How can adults sustain children’s diverse approaches to cognitive processing when encountering new linguistic experiences?

Crouch, K, Piasecki, A and Kirjavanien, M (2024) “… [k] looks like a robot.” How can adults sustain children’s diverse approaches to cognitive processing when encountering new linguistic experiences? In: EECERA Annual Conference, 3 - 6 September 2024, Brighton, UK.

Abstract

This study explored links between pictures and the visual presentations of letters, which influences children aged 24- 72 months. Previous investigations into psycholinguistic development indicated the typical pairing of pointed letters with sharp shapes and rounded letters with curved shapes (Cuskley et al., 2017). Previous hypotheses linked associated sounds of the letters with the characteristics of the shapes presented (De Carolis et al., 2018). This study investigates sound and visual associations with children’s phonic development and individual funds of knowledge (Feist, 2013). Conceptual framework was influenced by the researcher’s experiences of supporting children’s language and early literacy. This professional heritage draws from the slow pedagogical approach and sociocultural theory (Vygotsky, 1978; Clark, 2022). The reconceptualist paradigm informed an inclusive research methodology, making it distinct from previous studies in this field (Pascal and Bertram, 2018; Tuzo et al., 2011). Data creation was achieved through a series of experiences and discussions with children. Children were encouraged to be experts in their thinking (Donegan et al., 2022). Data creation followed institutional guidelines. Assent was valued as an ongoing dynamic (BERA, 2019). A series of games and discussions enabled an insight into children’s perceptions of letters and shapes. Outcomes indicate environmental interactions upon children’s processing of shapes and letters. These outcomes help to inform dynamics of teaching phonics. Children’s critical thinking, meta-language and literacy development can be scaffolded through rich experiences and discussions around phonic understanding. These outcomes may influence approaches to the teaching of phonics to young children.

Item Type:	Conference or Workshop Item (Paper)
Keywords:	shapes, letters, phonics, sound-symbolism, literacy
Divisions:	School of Education
Date Deposited:	29 Jan 2025 17:47
Last Modified:	29 Jan 2025 17:50
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16834

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