ERIC Number: EJ1052254
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 28
Observations of Representational Practices by Indian-Descent Children in a US Preschool Classroom: Connections among People, Spaces and Artifacts
Braswell, Gregory S.
Early Childhood Education Journal, v43 n2 p135-142 Mar 2015
This exploratory study examined children's experiences with producing and comprehending external representations in a preschool classroom. Data collection and analyses focused on how artifacts, spaces, adult-guided routines, and social conventions shape young children's representational development. Participants included 4- and 5-year-old preschoolers of East Indian-descent, a head classroom teacher of European descent, and other adult assistants. Analyses revealed variations in adult mediation and child participation across types of representational practices (reading, drawing, pretending, etc.). Furthermore, there were numerous relationships among artifacts, practices and spaces within the classroom which varied across practices. These findings may help educators, parents and psychologists better understand how young children become competent members of representation-using communities.
Descriptors: Preschool Children, Asian Americans, Indians, Student Experience, Child Development, Preschool Teachers, Adults, Comprehension, Cognitive Development
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A