{'fraction_non_alphanumeric': 0.014272970561998216, 'fraction_numerical': 0.0, 'mean_word_length': 5.485549132947977, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Teletubby Tales: Popular Culture in the Early Years Language and Literacy Curriculum

The aim of the study reported in this article was to explore the potential that popular culture has for motivating young children to engage in literacy and oracy practices in the early years. Pre-school settings and schools regularly fail to take account of children's popular cultural interests in their development of curriculum content. Literacy practices in most nurseries and schools are located within dominant cultural discourses and in the case of many industrialised societies, this means that the curriculum usually reflects the cultural norms of white middle-class communities. In an attempt to disrupt these dominant discourses, literacy activities related to the television programme Teletubbies were introduced into two nurseries in England. Data were gathered using field notes, photographs and interviews. The article discusses how the incorporation of popular cultural texts into the curriculum provided motivation and excitement for many children, some of whom were not usually willing members of the ‘literacy club’.