Communication in early childhood education in a multimodal perspective
DOI:
https://doi.org/10.5007/1980-4512.2022.e89785Keywords:
Children, Childhood education, Multimodality, Multimodal semiotic repertoires, MultiliteraciesAbstract
The article aims to characterize the communicative activity of children in a context of preschool education in Portugal as inherently multimodal, in which the results of an action research, informed and supported by the multimodality approach, are presented, making some associations with the theory of multiliteracies, pointing the data to the relevance of reconceptualizing the development of communication in early childhood education as embracing the development of multimodal semiotic repertoires and not exclusively of the oral and written modes of verbal language.
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