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ERIC Number: EJ1171207
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1745 -7823
Signing In: Knowledge and Action in Nursery Teaching
Plum, Maja
Ethnography and Education, v13 n2 p204-217 2018
Based on fieldwork conducted in two day care centres in Denmark, this paper explores knowledge and action as relational and intertwined phenomena in nursery teaching. Engaging with perspectives from actor network theory, emphasis is put on the socio-material distribution of knowing and acting. That is, how the nursery teacher becomes part of knowledge and action through an assemblage of various elements, such as packed lunches, children, noises, crumbs, another nursery teacher and a bucket. A notion of the sign is developed in which signs can be gestures, words or artefacts stabilised in a web of relations, hereby signalling the kinds of relations that are important to attend to. 'Signing in' is a way of becoming part of these relations. Against this background, this paper critically addresses ambitions to professionalise the field of early childhood education and care, questioning the divide between knowledge and action on which such initiatives are based.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A