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ERIC Number: EJ1140367
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0300-4430
They're Lovin' It: How Preschool Children Mediated Their Funds of Knowledge into Dramatic Play
Karabon, Anne
Early Child Development and Care, v187 n5-6 p896-909 2017
The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children's prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents when integrating knowledge for themselves into play. This article explores how children mediated their cultural knowledge into dramatic play and what factors were key to empowering children to naturally incorporate funds of knowledge across contexts. Grounded in critical sociocultural theory, findings reveal that children use mediation as a form of power and agency to act as experts in their learning experiences and interactions with others. Early childhood educators must design a classroom space that is consistent and promotes social interactions, establish relationships with and amongst children, support the co-construction of new understandings of the world, and recognise and honour all sources of knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1019431