3 What does multiliterate communicative competence mean in an early childhood education setting?
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چکیده
This chapter focuses on our theoretical positioning and identifies key concepts and experiences which influenced and shaped our understandings of what multiliterate communicative competence might mean at Wadestown Kindergarten. We discuss the theoretical ideas that helped form and support our opinions and that greatly contributed to our interpretations and analysis of data. We then look at one child’s approach to communication and meaning making and how this further shaped our thinking.
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