J Streelasky
Biographic Data
| ID | 49824 |
|---|---|
| NAME | J Streelasky |
| GIVEN NAMES | J |
| FAMILY NAME | Streelasky |
| SIGNATURE | STREELASKY J |
| AFFILIATIONS | University of Victoria |
| ORCID | 0000-0002-2901-8963 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A decolonizing approach to early learning: Toddlers’ and preschoolers’ engagement with the land and indigenous ways of knowing
In this study, we investigated toddlers’ and preschoolers’ engagement with their outdoor environment to acquire an understanding of their land-based knowledge during their weekly visits to a forest. The forest is situated on Coast Salish Indigenous territory in Canada. We also observed the pedagogical approaches used by the early childhood educator in that setting. This research is framed by land-based education which recognizes that land is the …
Kindergarten children's views on friendship in a super-diverse context
In this empirical research, I investigated 16 kindergarten children's perspectives on their friendships at school in a super-diverse classroom in Canada. A cultural-historical perspective and a "pedagogy of friendship" conceptual framework were drawn on in this research. In the study, the kindergarten children created drawings of their valued friendships. These visual representations revealed the importance of outdoor play and engagement as the c…
Creating identity texts with young children across culturally and linguistically diverse contexts
This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-…
Valuing children’s voices across diverse global contexts: A gallery exhibit of children’s multimodal art
This article describes an international classroom partnership with twenty-eight 5-to 7-year-old Canadian and Tanzanian children, and outlines the meaningful ways they were involved in the research process. In this project, the children shared their valued school-based experiences and environments through multiple self-chosen modes. The children’s arts-based multimodal texts, descriptions of their valued school experiences and environments, and th…
Representing and Promoting Family Literacy on the World Wide Web: A Critical Analysis
The purpose of this study was to examine critically how family literacy is promoted and represented through the images and written texts on Web sites developed by providers of family literacy programs. Naturalistic research over the last 20 years or so demonstrates that the family is a rich site for supporting children’s literacy development across socioeconomic and cultural contexts. This research suggests that families engage children in a wide…
Kindergarten children's views on friendship in a super-diverse context
In this empirical research, I investigated 16 kindergarten children's perspectives on their friendships at school in a super-diverse classroom in Canada. A cultural-historical perspective and a "pedagogy of friendship" conceptual framework were drawn on in this research. In the study, the kindergarten children created drawings of their valued friendships. These visual representations revealed the importance of outdoor play and engagement as the c…
Representing and Promoting Family Literacy on the World Wide Web: A Critical Analysis
The purpose of this study was to examine critically how family literacy is promoted and represented through the images and written texts on Web sites developed by providers of family literacy programs. Naturalistic research over the last 20 years or so demonstrates that the family is a rich site for supporting children’s literacy development across socioeconomic and cultural contexts. This research suggests that families engage children in a wide…
Valuing children’s voices across diverse global contexts: A gallery exhibit of children’s multimodal art
This article describes an international classroom partnership with twenty-eight 5-to 7-year-old Canadian and Tanzanian children, and outlines the meaningful ways they were involved in the research process. In this project, the children shared their valued school-based experiences and environments through multiple self-chosen modes. The children’s arts-based multimodal texts, descriptions of their valued school experiences and environments, and th…
Creating identity texts with young children across culturally and linguistically diverse contexts
This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-…
Kindergarten children's views on friendship in a super-diverse context
In this empirical research, I investigated 16 kindergarten children's perspectives on their friendships at school in a super-diverse classroom in Canada. A cultural-historical perspective and a "pedagogy of friendship" conceptual framework were drawn on in this research. In the study, the kindergarten children created drawings of their valued friendships. These visual representations revealed the importance of outdoor play and engagement as the c…
A decolonizing approach to early learning: Toddlers’ and preschoolers’ engagement with the land and indigenous ways of knowing
In this study, we investigated toddlers’ and preschoolers’ engagement with their outdoor environment to acquire an understanding of their land-based knowledge during their weekly visits to a forest. The forest is situated on Coast Salish Indigenous territory in Canada. We also observed the pedagogical approaches used by the early childhood educator in that setting. This research is framed by land-based education which recognizes that land is the …
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Children's Rights and Participation (4 works) · Early Childhood Education and Development (3 works) · Visual arts (3 works) · Convention (2 works) · Developmental psychology (2 works) · Indigenous and Place-Based Education (2 works) · Perspective (graphical (2 works)