Children's Working Theories: Invoking Disequilibrium

Autor/inn/en	Lovatt, Daniel; Hedges, Helen
Titel	Children's Working Theories: Invoking Disequilibrium
Quelle	In: Early Child Development and Care, 185 (2015) 6, S.909-925 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.967688
Schlagwörter	Foreign Countries; Early Childhood Education; Piagetian Theory; Teaching Methods; Educational Strategies; Constructivism (Learning); Qualitative Research; Inquiry; Teacher Student Relationship; Participant Observation; Transcripts (Written Records); Naturalistic Observation; Facilitators (Individuals); Questioning Techniques; Educational Resources; Information Seeking; Educational Practices; Classroom Techniques; Expectation; World Views; Student Attitudes; Cognitive Style; Ability; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teilnehmende Beobachtung; Naturbeobachtung; Befragungstechnik; Fragetechnik; Bildungsmittel; Informationserschließung; Bildungspraxis; Klassenführung; Expectancy; Erwartung; World view; Weltanschauung; Schülerverhalten; Cognitive styles; Kognitiver Stil; Fähigkeit; Fertigkeit; Neuseeland
Abstract	One of the outcomes of the New Zealand early childhood curriculum, "Te Whariki", is "working theories". Prior research on this concept has primarily utilised sociocultural theoretical underpinnings and neglected Piagetian constructivist theories. This paper explores ways the Piagetian concepts of equilibrium and disequilibrium can be invoked to support and challenge children's working theories. The paper draws on an interpretive, qualitative, practitioner inquiry study undertaken at an early childhood centre. The study identified six teaching strategies, often occurring concurrently, which were used to challenge and support the development of children's working theories through the invocation of disequilibrium. The Vygotskian concept of mediation was identified as underpinning these teaching strategies and is viewed as complementary to the Piagetian notions of equilibrium and disequilibrium. The paper argues that considering ways to invoke disequilibrium alongside existing socioculturally inspired teaching strategies adds richness to the existing understandings of fostering children's working theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01