Young Children’s Participation in a New Language Context: A Synthesising Analysis for a Holistic Perspective



This chapter investigates young children’s participation in early childhood education (ECE) from a holistic perspective. Participation through non-verbal and verbal actions in interaction, with teachers and other children, and/or in different activities, including toys and materials, is in focus. In participating in social practices, young children use their communicative experiences at the same time as they make new ones. This happens at times in a language context where communication is carried out in a, for them, new language. When we in this chapter write about communicative experiences used and made, we refer to speech as well as non-verbal communication: verbal and non-verbal actions that are expressed by young children and/or other participants in childcare activities. In the nature of our argument, we suggest that analysing young children’s participation sheds light on their conditions for learning in ECE.


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© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.The University of GothenburgGothenburgSweden
  2. 2.Swedish National Centre for Research on Learning and New TechnologiesGothenburgSweden

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