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There is a growing trend in early childhood education towards using commercial software to record learning in digital formats, where video, audio, photographs and writing can be combined. These multi-media forms of ‘digital documentation’ offer new possibilities to recognise, represent and value children’s multiple signs of learning in new ways, and to share these narratives…
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This thesis considers child-initiated play from a multimodal social semiotic perspective, giving close attention to the ways in which children collaboratively make meaning in play in a multitude of ways. Such a perspective resists instrumental, developmental perspectives on play, and comes at a time when play-based approaches are in tension with increasingly formalised learning agendas…
