Action in the Dynamic Space: Semiotics of Social Action in Toddler Classrooms

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-15 - Protagonists and Provocations in the Early Years

Abstract

Semiotics of social action in the sociocultural perspective regards physical action as an important mode in meaning making. In order to fully understand action as meaningful social semiotics, it is necessary to recognize situatedness of action within the social world, such as classroom. Depending on how students perceive and conceive the space, their action differs individually and impacts on their literacy practices and social relations. This paper highlights student action based on semiotics of social action and spatial theory. Student action is valuable resources in meaning making in terms of generative transmediation (Siegel, 1995). It should be taken into account, socially interpreted it, and further applicable to the classroom.

Author

• YoungAe Choi, University at Buffalo - SUNY