{"id":1366,"date":"2026-08-30T22:54:14","date_gmt":"2026-08-30T12:54:14","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1366"},"modified":"2026-08-30T22:54:14","modified_gmt":"2026-08-30T12:54:14","slug":"cvc2026-661","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-661\/","title":{"rendered":"CVC2026-661 \u2013 Children\u2019s voices in early years read-alouds"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-661<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Children\u2019s voices in early years read-alouds<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Vahide Yigit Gencten,<\/strong> Emirates College for Advanced Education, United Arab Emirates<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-661 Children\u2019s voices in early years read-alouds\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/ZUjj5gfCSbs?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>Picture book read-alouds are a common practice in early childhood classrooms, yet little is known about how children\u2019s voices are expressed and shaped in these settings.<\/p>\n<p><strong>Aim: <\/strong>This study examined how children\u2019s voices were expressed, conditioned, and functioned during picture book read-aloud interactions in an early childhood classroom, using Lundy\u2019s model of children\u2019s voice and Rosenblatt\u2019s reader-response theory as complementary frameworks.<\/p>\n<p><strong>Method\/approach:<\/strong> An interpretive qualitative case study was conducted in a university-affiliated preschool in southeastern T\u00fcrkiye. Two graduate teaching assistants self-recorded 16 read-aloud sessions over eight weeks with a class of 5\u20136-year-olds (10\u201315 children per session). All 3,095 utterance lines were coded using a hybrid system (inductive and deductive) across three themes: Voice Form, Voice Condition, and Voice Function. Ethical approval was granted by the Ad\u0131yaman University Social and Human Sciences Ethics Committee (approval no. 115, 02.10.2024). Written consent was obtained from teachers and parents, and verbal assent was obtained from children.<\/p>\n<p><strong>Results\/findings:<\/strong><strong> <\/strong>Children\u2019s voices took 10 distinct forms during read-alouds; knowledge contribution, prediction, and personal connection were most frequent. Teacher invitations dominated interactional conditions, yet for every two instances of uptake, one led to closure or redirection, leaving children\u2019s contributions without influence. Personal connection emerged predominantly under peer-mediated conditions rather than teacher prompting. Embodied voice, though least frequent, was the form most dependent on specific interactional conditions. Resistance was directed more often towards peers.<\/p>\n<p><strong>Conclusion: <\/strong>Children in read-aloud contexts are active, socially embedded meaning-makers whose voices are shaped as much by interactional conditions as by pedagogical design.<\/p>\n<p><strong>Implications for children and families: <\/strong>When you share books, and someone asks what you think, your ideas matter, even if the conversation moves on quickly. Your connections to stories, your predictions, and your experiences are all real and valuable contributions that deserve to be heard.<\/p>\n<p><strong>Implications for practitioners:<\/strong> When you invite children\u2019s voices during read-alouds, consider whether your responses extend children\u2019s thinking or close it down. Genuine participation requires not just creating space for children to speak, but allowing what they say to meaningfully influence what happens next.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> early literacy, reading, early childhood education<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Vahide Yigit Gencten, Emirates College for Advanced Education, United Arab Emirates<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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