Introduction

In our globalized world, multiculturalism is the societal norm for many contemporary societies and according to Turner and Cross (2016, p.289) today’s education reflects an “increasing normalisation of multilingualism”. However, even though multilingualism is now regarded as a valuable asset, there is still a need to identify pedagogical approaches, strategies and practical concepts for teaching in such circumstances. Also, the integration of digital technologies in early childhood education is widely acknowledged as an important aspect of young children’s learning (Berson & Berson, 2010). On the other hand, Kewalramani et al. (2020, p. 163) argue that ‘early childhood settings need more guidance in relation to what high-quality pedagogies with technologies may look like’.

The goal of this design-based research is twofold:

-  to develop new pedagogical knowledge oriented towards teaching at the intersection of preserving and developing bi- and multilingual children's languages and integrating digital technologies in Early Childhood Education and Care (ECEC),

and,

-  to further develop the Play-Responsive Early Childhood Education and Care theory (Pramling et al., 2019). 

The following research questions are addressed:

1) How are various semiotic repertoires introduced and responded to during collaborative digital storytelling?

2) How is agency negotiated in teacher and children’s interactions during collaborative digital storytelling?

Theoretical Framework

In this study, PRECEC not only provides the theoretical framework for understanding and studying the teaching process in preschool but also its principals are used to analyze the empirical data. PRECEC emphasizes the need of a responsive interaction between teaching and children's play (Pramling et al., 2019). Responsivity  is viewed as the core of teaching that supports children’s learning and development. Empirical studies show that when interactions between teacher and children during play activities are characterized by responsivity lead to mutual participation and co-constructions of play because participants are responsive to each other understanding, needs, play scenarios, and negotiate the nature of their participation (Pramling et al., 2019). Teaching from this perspective can denote participation to children’s play where concepts are introduced, play scenarios are developed, and meaning is negotiated. Imagination is key component for both play and teaching. In play children move between acting and thinking in an as if or as is mode. As if corresponds to an engagement with an imaginary reality, how things could be, whereas as is corresponds to an engagement with the reality as it is. PRECEC argues that teaching also should alter between as if and as is mode to be responsive to children’s meaning making. Intersubjectivity and alterity are two dynamic concepts that can be apparent in a play-responsive teaching approach. A common ground - a temporarily sufficient intersubjectivity – between teacher and children is required in a joint playful activity in order for them to engage in it and for their words and actions to be comprehended. However, due to participants’ multiple viewpoints, voices, and actions the activity's direction or meaning is constantly negotiated (alterity).  

The concept of semiotic repertoires (Kuster et al., 2017) is employed, which encompasses both named languages and other semiotic modes. 

The concept of translanguaging is also employed that is a way of communication between bilinguals (Garcia & Li, 2014), as well as a pedagogical approach to bi-/multilingual education (García & Kano, 2014). According to Cenoz (2017, p. 194) there is a distinction between pedagogical translanguaging (a systematic and spontaneous translanguaging and strategic use of flexible languages practices aiming in supporting children’s communication and meaning making and ensuring equal participation and inclusion​) and spontaneous translanguaging that denotes ‘fluid discursive practices that can take place inside and outside the classroom’. 

This study employed Design-Based Research (DBR) to advance the PRECEC theory and impact the teaching praxis by exploring the intersection of preserving and developing bi-/ multilingual children's languages and integrating digital technologies (here tablets) in ECEC. The approach was informed by the work of McKenney and Reeves (2018) emphasizing theoretical development in education. Three groups from two international preschools in a larger Swedish city were the participants of this study. Four preschool teachers, one assistant teacher and 23 children (age 4-5years old) engaged in collaborative digital storytelling activities using the app Book Creator. The study was collaborative since there was an ambition to establish a collaborative partnership between the researcher and the teachers. This means that the teachers’ workload was respected, and the goal was to negotiate and mutually agree on involvement in the research rather than demanding an equal participation from both the primary researcher and the teachers (see Cole & Knowles, 1993). The design and the implementation of the digital storytelling activity in one group was thought of as one cycle that ends with the evaluation and reflection phase. This phase took place during data sessions where the primary researcher and her supervisors discussed the research's design and decided potential changes. The study consists of three different types of data: video recordings of the collaborative digital storytelling activities, audio recordings of teachers' interview (before and after the implimentation), and photographs.

Preliminary Findings The analysis shows that both teachers and children were responsive to each other's meaning-making processes by employing translanguaging practices that included shifting between named languages (English, Swedish, German), use of sign language, onomatopoeia (meaw, ribit, woof), hand gestures, and facial expressions. There was a mutual participation and responsivity between teachers and children during the digital storytelling activities. Equal participation does not denote sameness, as this study shows how children can participate in joint activities not only verbally but also through a variety of other semiotic means. Teachers utilized translanguaging to ensure children’s equal participation in and understanding of the digital storytelling activity. Children's translanguaging practices supported their speech and conveyed the story behind their drawings. Children’s agency during the collaborative digital storytelling activities was expressed through 1) introducing new characters in the story, 2) negotiating the meaning of their drawings with the teacher and their peers, 3) exploring the affortances of the tablets, 4) expressing their unexpected thoughts/feelings for each other. The teachers attempted to tie together the different characters and events in the story and make sense of what the children introduce by trying to establish temporarily sufficient intersubjectivity. They also encouraged children's agency by positioning themselves as the less knowledgeable, allowing the children to come to the fore as the experts. This happen by asking question like ‘what is a...’, ‘I wonder why…’. This research provides an empirical contribution to the development of PRECEC theory since it shows how teachers’ work in multilingual preschool environments can be responsive to all children’s semiotic repertoires and integrate digital technologies to gradually establish a socially equitable institution.

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