Adult–Child Interactions and Early Literacy Development
A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Language and Literacy Education".
Deadline for manuscript submissions: 30 April 2027 | Viewed by 164
Editors
Interests: adult–child interactions; early literacy development; early language development
Special Issue Information
Dear Colleagues,
Adult–child interactions are central to children’s early literacy development, shaping how young children engage with language and texts, participate in meaning-making, and develop literacy practices across home, educational, and community contexts. Building on a substantial body of existing research on adult-child interaction and early literacy development, this Special Issue of Education Sciences seeks contributions that move the field forward by addressing less-explored questions, contexts, populations, practices, and methodological or theoretical perspectives. In particular, the Special Issue aims to advance knowledge and debate around how adults mediate children’s early literacy experiences, how interactional practices vary across settings and communities, and how new perspectives can deepen understanding of children’s early literacy development.
Empirical (quantitative, qualitative, or mixed-method), conceptual, and methodological papers are welcome.
Topics of interest for this Special Issue include, but are not limited to, the following:
- Adult mediation of children’s engagement with multimodal, digital, informational, environmental, and child-generated texts;
- The role of artificial intelligence and adaptive technologies in early literacy interactions;
- The role of language, gesture, prosody, play, and multimodal resources in adult–child literacy interactions at home or preschool;
- Literacy interactions with children from diverse linguistic, cultural, religious and developmental backgrounds, including children with disabilities and special educational needs;
- Adult–child interactions around early writing, emergent composing, and use of print or digital tools for written expression;
- Adult–child literacy interactions in bilingual, multilingual, and translanguaging contexts;
- Methodological and theoretical approaches to studying adult–child interaction and early literacy development.
We look forward to your submissions.
Dr. Deborah Bergman Deitcher
Dr. Karen Rose
Guest Editors
Manuscript Submission Information
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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- parent–child interaction
- teacher–child interaction
- digital literacies
- artificial intelligence
- multilingualism
- multimodality
- inclusive literacy practices
- text types
- socio-cultural contexts
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