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ERIC Number: EJ1096145
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
EISSN: N/A
Interactive and Socially Inclusive Pedagogy: A Comparison of Practitioner- and Child-Oriented Cognitive/Learning Activities Involving Four-Year-Old Children in Preschools in England
Kutnick, Peter; Brighi, Antonella; Colwell, Jennifer
European Early Childhood Education Research Journal, v24 n2 p265-286 2016
This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A