Fernando Guzmán-Simón
Biographic Data
| ID | 1154834 |
|---|---|
| NAME | Fernando Guzmán-Simón |
| GIVEN NAMES | Fernando |
| FAMILY NAME | Guzmán-Simón |
| SIGNATURE | GUZMÁN-SIMÓN F |
| AFFILIATIONS | Universidad de Sevilla |
| ORCID | 0000-0001-7189-1849 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘The toys you sleep with’
Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posth…
‘This is not a weapon’
This article draws on the concept of the posthuman child presented by Murris in her book The Posthuman Child , where the child is not understood as an object of study (‘i’ and ‘I’), nor as a subject (‘ii’ and ‘I’), but as a phenomenon (‘iii’). ‘iii’ constructs reality from intra-action with all the human and more-than-human surrounding elements. This research seeks to overcome the adult/child, nature/culture, or body/mind binaries. As opposed to …
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…
Posthumanist performativity in the classroom
Karen Barad’s agential realism proposes a way of analysing the relations of human and non-human agents in the field of early childhood education (3–6 years) and helps researchers to question colonialising practices in childhood. The performative agency of time and space offers a different way of perceiving children’s relationships with school. The diffractions carried out in this paper reflect the analysis of a vignette occurring in an early chil…
Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish
Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between …
Digital and information literacy inside and outside Spanish primary education schools
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 …
Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice
This research addresses the types of assessment tasks, the assessment criteria, instruments and procedures of communicative competence used by primary school teachers in Andalusia. This multiple-case study drew on the experiences of teachers from four schools in the south of Spain. The data source has been the focus groups in which the teachers took part. The transcripts were analysed thematically by three researchers who devised a system of cate…
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…
Literacy practices of primary education children in Andalusia (Spain)
Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non‐experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self‐report questionnaire…
Los hábitos lectoescritores en los alumnos universitarios
This paper analyzes and describes the writing and reading habits of university students inside and outside the classroom. To make this study possible, we have relied on information provided by the students, which has been collected through two questionnaires: one descriptive, applied to a sample of three hundred students in two degree programs at the University of Seville, and a second one of specific character, in three different versions. This …
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 …
Los hábitos lectoescritores en los alumnos universitarios
This paper analyzes and describes the writing and reading habits of university students inside and outside the classroom. To make this study possible, we have relied on information provided by the students, which has been collected through two questionnaires: one descriptive, applied to a sample of three hundred students in two degree programs at the University of Seville, and a second one of specific character, in three different versions. This …
Literacy practices of primary education children in Andalusia (Spain)
Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non‐experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self‐report questionnaire…
Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice
This research addresses the types of assessment tasks, the assessment criteria, instruments and procedures of communicative competence used by primary school teachers in Andalusia. This multiple-case study drew on the experiences of teachers from four schools in the south of Spain. The data source has been the focus groups in which the teachers took part. The transcripts were analysed thematically by three researchers who devised a system of cate…
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…
Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish
Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between …
Digital and information literacy inside and outside Spanish primary education schools
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 …
‘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…
Posthumanist performativity in the classroom
Karen Barad’s agential realism proposes a way of analysing the relations of human and non-human agents in the field of early childhood education (3–6 years) and helps researchers to question colonialising practices in childhood. The performative agency of time and space offers a different way of perceiving children’s relationships with school. The diffractions carried out in this paper reflect the analysis of a vignette occurring in an early chil…
‘This is not a weapon’
This article draws on the concept of the posthuman child presented by Murris in her book The Posthuman Child , where the child is not understood as an object of study (‘i’ and ‘I’), nor as a subject (‘ii’ and ‘I’), but as a phenomenon (‘iii’). ‘iii’ constructs reality from intra-action with all the human and more-than-human surrounding elements. This research seeks to overcome the adult/child, nature/culture, or body/mind binaries. As opposed to …
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…
‘The toys you sleep with’
Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posth…
Pedagogy (11 works) · Psychology (11 works) · Literacy (9 works) · Linguistics (8 works) · Mathematics education (7 works) · Sociology (7 works) · Child Development and Digital Technology (6 works) · Developmental psychology (5 works) · Literacy and Educational Practices (5 works) · Aesthetics (4 works)