Technologies, affordances, children and embodied reading

A case for interdisciplinarity

Authored by: Anne Mangen , Trude Hoel , Thomas Moser

The Routledge International Handbook of Learning with Technology in Early Childhood

Print publication date:  February  2019
Online publication date:  February  2019

Print ISBN: 9781138308169
eBook ISBN: 9781315143040
Adobe ISBN:


 Download Chapter



This chapter examines the role of narratives and storytelling in children’s language development; both (i) how adults can facilitate and promote dialogue with children during reading to strengthen children’s language development and understanding, and (ii) how reading aloud gives children an introduction to how the culture relates to and uses texts, and teaches children what reading is and what a reader does (reading direction, turning pages, how to hold the book, study the cover, pointing, etc.). The chapter draws on perspectives from developmental (and cognitive) psychology, particularly focusing on the role of motor processes in learning/cognitive development; this somewhat broader perspective will be narrowed down to perspectives from embodied cognition particularly relevant for (i) children’s development, and (ii) reading (and technologies). The chapter discusses the need for interdisciplinary, multi-method approaches to the field (early technologies in literacy/reading with preschoolers/kindergarten age children) as well as the key theoretical and methodological implications.

Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.