Alejandra Pacheco-Costa
Biographic Data
| ID | 1154833 |
|---|---|
| NAME | Alejandra Pacheco-Costa |
| GIVEN NAMES | Alejandra |
| FAMILY NAME | Pacheco-Costa |
| SIGNATURE | PACHECO-COSTA A |
| AFFILIATIONS | Universidad de Sevilla |
| ORCID | 0000-0001-6397-4708 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Listening as rhizome
Post-qualitative approaches to educational research have taken into account the emergent and unexpected worldings in early childhood. In this paper we explore an event of shared listening in an Early Childhood Education classroom based solely on a sound recording clip and our memories. The limitations presented by the absence of visual data offered an opportunity to reflect on our own research methods and our relationship with the data that guide…
Playgrounds as literacy spaces in early childhood education
Current conceptualisations of literacy as the expanded ways in whichchildren intra-act with other human and non-human agents havepointed to the possibilities of attending to the role of spaces, bodiesand affects in the understanding of the multiple and unexpected waysin which children make meaning and create worlds. Within this frame,we consider an event in a playground designed as a moment/space forplaying and delve into the emergent intra-actio…
Where are the words?' Silence/d more-than-human readings in children with developmental language disorder (DLD)
This paper addresses the ways in which children labelled with Developmental Language Disorder (DLD) take part in a more-than-human reading event in the school. In this context, we approach what silence do from a neo-materialist lens that enables us to trouble deficit theories and school linguistic practices. We analyse our event, that involved a school group of 4-years old children, focusing on what silence, affect, DLD, sound and movement unleas…
‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close at…
Música, Sonido y Alfabetización Multimodal
La alfabetización multimodal implica el uso de múltiples modos de comunicación en la comprensión y producción de textos. Esta revisión examina el sonido y la música en la investigación sobre alfabetización multimodal, analizando 48 trabajos de las bases de datos Web of Science y Scopus. Identifica métodos y aspectos educativos comunes en los textos y explora cómo se aplica la alfabetización multimodal en entornos académicos. El estudio destaca la…
The (im)materiality of literacy in early childhood
Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried …
Developing Multimodal Narrative Genres in Childhood
Social sustainability embraces literacy development as a means by which children integrate their knowledge in society and become powerful and meaningful. In this context, the development of writing among young children requires the design of new teaching strategies that allow for the multimodal repertoire brought by children into the classroom. Systemic Functional Linguistics offers tools for the analysis of children’s multimodal writing, which p…
Home literacy environment and reading comprehension in Spanish primary education
Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertake…
Music teaching and the Spanish Regenerationism
During the last decades of the nineteenth century and the first half of the twentieth, a serious concern regarding the academic credentials of musicians arose in Spain. This movement was led by Francisco Barbieri and Felipe Pedrell. Drawing on Krausism and Regenerationism, Pedrell defined the cultural background required by true artists, following an ideal of musicians that went far beyond mere skilled artisans. The aim of this paper is to descri…
The (im)materiality of literacy in early childhood
Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried …
Developing Multimodal Narrative Genres in Childhood
Social sustainability embraces literacy development as a means by which children integrate their knowledge in society and become powerful and meaningful. In this context, the development of writing among young children requires the design of new teaching strategies that allow for the multimodal repertoire brought by children into the classroom. Systemic Functional Linguistics offers tools for the analysis of children’s multimodal writing, which p…
Home literacy environment and reading comprehension in Spanish primary education
Background Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions. Method Data have been drawn from measures of reading competence and the Learning to Read Survey undertake…
Music teaching and the Spanish Regenerationism
During the last decades of the nineteenth century and the first half of the twentieth, a serious concern regarding the academic credentials of musicians arose in Spain. This movement was led by Francisco Barbieri and Felipe Pedrell. Drawing on Krausism and Regenerationism, Pedrell defined the cultural background required by true artists, following an ideal of musicians that went far beyond mere skilled artisans. The aim of this paper is to descri…
The (im)materiality of literacy in early childhood
Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried …
Música, Sonido y Alfabetización Multimodal
La alfabetización multimodal implica el uso de múltiples modos de comunicación en la comprensión y producción de textos. Esta revisión examina el sonido y la música en la investigación sobre alfabetización multimodal, analizando 48 trabajos de las bases de datos Web of Science y Scopus. Identifica métodos y aspectos educativos comunes en los textos y explora cómo se aplica la alfabetización multimodal en entornos académicos. El estudio destaca la…
‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy
The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close at…
Listening as rhizome
Post-qualitative approaches to educational research have taken into account the emergent and unexpected worldings in early childhood. In this paper we explore an event of shared listening in an Early Childhood Education classroom based solely on a sound recording clip and our memories. The limitations presented by the absence of visual data offered an opportunity to reflect on our own research methods and our relationship with the data that guide…
Playgrounds as literacy spaces in early childhood education
Current conceptualisations of literacy as the expanded ways in whichchildren intra-act with other human and non-human agents havepointed to the possibilities of attending to the role of spaces, bodiesand affects in the understanding of the multiple and unexpected waysin which children make meaning and create worlds. Within this frame,we consider an event in a playground designed as a moment/space forplaying and delve into the emergent intra-actio…
Where are the words?' Silence/d more-than-human readings in children with developmental language disorder (DLD)
This paper addresses the ways in which children labelled with Developmental Language Disorder (DLD) take part in a more-than-human reading event in the school. In this context, we approach what silence do from a neo-materialist lens that enables us to trouble deficit theories and school linguistic practices. We analyse our event, that involved a school group of 4-years old children, focusing on what silence, affect, DLD, sound and movement unleas…
Pedagogy (6 works) · Psychology (6 works) · Literacy (5 works) · Literacy, Media, and Education (5 works) · Sociology (5 works) · Child Development and Digital Technology (4 works) · Linguistics (4 works) · Children's Rights and Participation (3 works) · Developmental psychology (3 works) · Mathematics education (3 works)