Early childhood education, particularly through
the influence of the Reggio Emilia model, traditionally has
a strong affinity for arts-based, inquiry-based, interdisci￾plinary pedagogy. However, in the US, as standardized
testing and curricula creep into early childhood classrooms,
they marginalize arts-based learning and the kinds of
playful, collective, student-centered, experimental approa￾ches it encourages. Relegating arts to the margins ignores
their abilities as powerful learning ‘‘languages’’ in their
own right, as well as their benefits and the possibilities they
open for interdisciplinary and transdisciplinary learning.
This article presents a 2-month project in a preschool class
that implemented arts-based meaning-making strategies
built around student interest in the children’s book classic,
The Three Little Pigs and the Big Bad Wolf. The subse￾quent analysis uses an emergent literacy framework, add￾ing two of the eleven core New Media Literacies concerns
(play and transmedia navigation), to examine ways arts￾based inquiry projects and new technologies can support
preschoolers’ development of multiple, multimodal, and
digital literacies.

j147

Perpustakaan FITK Pusat

Tersedia

• ‘‘Little Pig, Little Pig, Yet Me Come In!’’ Animating The Three Little Pigs with Preschoolers

Share :