Abstracts
Abstract
A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children’s emotions, children’s funds of knowledge, children’s relationships, and children’s purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains.
Keywords:
- teacher noticing,
- deficit perspective,
- anti-deficit teaching,
- learning loss,
- emotion,
- pandemic narratives,
- funds of knowledge,
- literacy,
- post-pandemic education,
- trauma-informed teaching,
- peer relationships,
- student perspectives