Does Superhero Talk Belong in the Preschool Classroom? Negotiating the Social and Digital

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Various Approaches of Play-Based Teaching and Learning (Table 9)

Abstract

Superhero talk can support positive and rich language and literacy learning in classrooms (Dyson, 1997). Yet superhero play is often seen as contentious and disruptive. This paper reports on a video ethnography of preschool-aged children, with their teacher, who initiate and undertake a web search of superheroes. Interactional analysis shows that superhero talk by young children offers opportunities for sustained child-teacher conversations that support children's language engagement. Further, analysis highlights the social nature of interaction involving teachers and children together as they web search to access knowledge, and stimulate children's questions and conversations to explore information relevant to their interests and everyday lives. Early childhood teachers can harness the social and digital resources for digital learning and rich language practices.

Authors

• Susan J. Danby, Queensland University of Technology
  Presenting Author

• Sandra Houen, Queensland University of Technology
  Non-Presenting Author

• Maryanne A. Theobald
  Non-Presenting Author