Children's Working Theories about Identity, Language, and Culture (O faugamanatu a fanau e sa'ili ai o latou fa'asinomaga, gagana ma aganu'u)

Autor/inn/en	Davis, Keryn; McKenzie, Ruta
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Children's Working Theories about Identity, Language, and Culture (O faugamanatu a fanau e sa'ili ai o latou fa'asinomaga, gagana ma aganu'u)
Quelle	(2017), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Concept; Cooperation; Preschool Teachers; Early Childhood Education; Child Care Centers; Educational Theories; Cultural Background; Cultural Pluralism; Cultural Differences; Foreign Countries; Pacific Islanders; Ethnic Groups; Program Design; Student Diversity; Preschool Education; Malayo Polynesian Languages; Teaching Methods; Child Development; Childrens Attitudes; Friendship; Freehand Drawing; New Zealand + Suchen Sie Ihr Suchwort? Selbstkonzept; Co-operation; Kooperation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Educational theory; Theory of education; Bildungstheorie; Kulturpluralismus; Kultureller Unterschied; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Programme design; Programmaufbau; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Freundschaft; Drawing; Zeichnen; Neuseeland
Abstract	This 2-year collaborative research project focused on young children's working theories about identity, language, and culture, how early childhood teachers can nurture and encourage this learning, and how this in turn impacts on children's participation in early childhood education (ECE) communities. The project builds on a previous Teaching and Learning Research Initiative (TLRI) project that explored children's working theories in action in five Playcentres in Canterbury (Davis & Peters, 2011). That project showed ways children express and develop working theories, how practitioners understand these, and how best to respond to this learning (Davis & Peters, 2011). While there has been considerable local and international interest in the findings of that project, one of the limitations of the work was that children's diverse cultural knowledges, ideas, and actions were not investigated. This project sought to address these limitations by contributing to what is known about how teachers can help children to make sense of their 'cultural self' and the social world, and of difference and similarities, issues that are frequently silenced in young children and in learning communities (Brooker & Woodhead, 2008; Copenhaver-Johnson, 2006). The project explored ways teachers can support diversity, and participation, through pedagogy and programme design that is highly responsive to all learners. This is especially desirable for the potential influence on the practice and understandings of those working with young Pasifika learners--an area where there has been very little research undertaken in Aotearoa New Zealand to date. The project was based in two community ECE centres in Christchurch: Mapusaga A'oga Amata and North Beach Community Preschool. This report details the data gathering and analysis, findings, major implications for practice, and limitations of the study. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01