Identifying Patterns in and Relationships Between Rural Canadian Indigenous and Non-Indigenous Children’s Graphic Representations and Their Talk

Main Article Content

Nicola Friedrich
Christine Portier
Shelley Stagg Peterson

Abstract

In this paper, we report on the first phase of an initiative we undertook to develop a classroom tool to document and describe children’s emergent writing. Here, we describe the process through which we developed an analytic framework to assist us in identifying patterns in young Indigenous and non-Indigenous children’s graphic representations in response to three formal tasks. Participating children lived in 11 northern, rural communities in two Canadian provinces. The resulting patterns, consistent with those described in the literature on children’s emergent writing, suggest the need to explore further how children use the verbal mode while representing meaning graphically.

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How to Cite
Friedrich, N., Portier, C., & Stagg Peterson, S. (2019). Identifying Patterns in and Relationships Between Rural Canadian Indigenous and Non-Indigenous Children’s Graphic Representations and Their Talk. Language and Literacy, 21(1), 39-56. https://doi.org/10.20360/langandlit29370
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Articles
Author Biographies

Nicola Friedrich, University of Toronto

Nicola Friedrich is a Post Doctoral Fellow at the University of Toronto. She is currently participating in the NOW Play project to assess and support young children’s oral language and writing development through play. She previously worked as a classroom teacher, reading clinic teacher, and special subject tutor.

Christine Portier, University of Toronto

Christine Portier is a Post Doctoral Fellow at the University of Toronto. She is currently participating in the NOW Play project to assess and support young children’s oral language and writing development. She previously worked as a kindergarten through Grade 6 classroom teacher in inner city schools in Ontario.

Shelley Stagg Peterson, University of Toronto

Shelley Stagg Peterson, a former elementary teacher, is a professor at the University of Toronto and principal investigator of a research partnership project, collaborating with kindergarten and grade 1 teachers in northern school divisions and First Nations communities, and conducting research on children’s oral language and writing in play contexts.