How can we produce neuro-sensitive practices that enhance preschool children’s communication, language and literacy skills? The transdisciplinary studies in this field traverse various theories of learning, child-development, linguistics, literacy, information and technology studies (ICT), and the neurosciences. They address the emerging fields of educational neuroscience and preschool didactics in order to, both critically and affirmatively, study, problematize and learn from what Cunha and Heckman (2007) have called the technologies of skill formation. Based on recent theoretical developments in multimodality and new materialisms studies, this knowledge is produced in the intersections between the natural, technological and social sciences. The studies are based on postconstructionist presuppositions, where matter and discourse are understood to be co-constitutive and mutually transformative in a process of natureculture interaction. Children’s language development is seen as effects of events of such interactions in complex networks of performative agents outside as well as inside of the child’s bodymind.

Research projects

Enhancing preschool children´s attention, language and communication skills: An interdisciplinary study of socio-emotional learning and computerized attention training


Hillevi Lenz Taguchi, professor

Anna Palmer

Susanne Kjällander