Abstract
The thinking that precedes, supports and accompanies reading and writing involves rich visual and affective intra-actions. The chapter is an engagement with an event that provided an opportunity for three preschool children to strengthen meaning making through intimate and recursive playful intra-activity. The text revisits an intra-active encounter between three children, names and drawings on paper. The names on the pages invite them to recognise letters, recall the names of their peers and create syllable rhythms. Apart from sounding out names, the trio of readers engage in complex enactments associated with literacy practices.
“I love you, Auntie Theresa,”. “I love you, Pogiso,” I reply. “But Auntie Theresa, do you know my other names?”
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Notes
- 1.
Lipman refers to it in the (1990) BBC series “The Transformers”. He says that children own so little, but at least they have their own thoughts.
- 2.
Piaget’s early conceptions of structures, equilibrium and disequilibrium are Cartesian in form and suggest processes happening in the brain alone. He proposed the basics of the ‘constructivist’ paradigm that sees the learner as the active constructor of his or her own knowledge, placing all agency in the human actor. The constructionist notion of learning (attributed to thinkers like Vygotsky and Dewey) acknowledges the reciprocal relation between learner and reality—we both construct and are constructed by our realities (Davies p. 121).
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Giorza, T.M. (2021). Diffractive Encounters with Names. In: Learning with Damaged Colonial Places. Children: Global Posthumanist Perspectives and Materialist Theories. Springer, Singapore. https://doi.org/10.1007/978-981-16-1421-7_4
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