Sociomaterial dimensions of early literacy learning spaces: Moving through classrooms with teacher and children

Abstract

Classroom spaces are complex socialworlds where people interact in multifaceted ways with spaces and materials. Classrooms are carefully designed agents for socialisation; however, the complexity and richness of learning experiences are partly determined by the teacher. This chapter draws from sociocultural perspectives to consider processes of thinking and learning as distributed and mediated across people and resources within the learning space. We argue that learning and wellbeing cannot be separated as students activate their social and emotional literacies when navigating the classroom environment. Drawing on data drawn from an ethnographic study of classrooms located in a community of high poverty, we critique how teachers describe their classroom spaces and selection of resources to facilitate their teaching of writing. We illustrate how geographies of place, movement and resources, interact with, and expand the social dimensions of classroom spaces.