Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which we followed different children through their days in order to explore how they used language in different contexts, what characterised their language practices and what appeared to encourage and constrain their desire to express themselves. It shows how the written word means much more to children than knowledge about the structure of books and identification of letters and how children draw on their own experience and include the place and the available materials in their joint meaning-making processes. Against this background, we argue for the need for a reconceptualisation of what literacy is and can be in a nursery school context and for a discussion of the implications of this for teaching literacy.

中文翻译：

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当孩子们将识字带入幼儿园时，“我正在重写法律”

本文通过对幼儿园三起识字活动的分析，重点探讨识字如何成为儿童社会实践的一部分，共同营造幼儿园的语言环境，以及地点、情感和物质性如何在儿童的多模态和具身化中发挥关键作用。围绕读写能力创造意义。该分析基于两所幼儿园的民族志实地调查，其中我们跟踪了不同孩子的日常生活，以探索他们在不同环境中如何使用语言、他们的语言实践的特点以及似乎鼓励和限制他们表达自己的愿望的因素。它展示了书面文字对儿童的意义如何远大于书籍结构和字母识别的知识，以及儿童如何利用自己的经验，并将地点和可用材料纳入他们共同的意义创造过程中。在此背景下，我们认为有必要重新概念化在幼儿园背景下识字是什么以及可以是什么，并讨论这对识字教学的影响。