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ERIC Number: ED406040
Record Type: Non-Journal
Publication Date: 1996
Pages: 10
Abstractor: N/A
Ritual and Pedagogy: How One Teacher Uses Ritual in a Pre-Primary Classroom Setting.
Maloney, Carmel
Rituals provide a latent structure for teachers that goes beyond the surface meaning of conformity and control to a deeper symbolic meaning for the participants. They are used as a way of defining what is to be taught and how it is to be taught, reflect the teacher's decisions about what is pedagogically sound, and are based on their personal ideology. This study-in-progress examined the forms and functions of ritual in pre-primary classroom settings, and examined ritual as a means of interpreting the tacit dimensions of how one pre-primary classroom teacher works within an implicit pedagogical framework. Several data collection methods were used: field observations, observational records, interviews, videotaping, and discussions. The ritual of mat time marked the beginning of the school day when the teacher constructed a meaningful context for the children which engaged them in her teaching. After children arrived at the center, read the message board, and greeted the teacher, they took a place on the mat and waited for the whole group to assemble. The mat session incorporated a greeting roll call, identifying the "star person" for the day, describing the date and weather, announcing events, and introducing the weekly theme. Although the teacher found it difficult to articulate her practice, she identified her reliance on the ritual of mat time in her teaching as providing continuity to events and giving children a sense of security through a predictable pattern of activities; it thereby reflected her personal early childhood education philosophy. (Contains 13 references.) (KDFB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A