Interactive and Socially Inclusive Pedagogy: A Comparison of Practitioner- and Child-Oriented Cognitive/Learning Activities Involving Four-Year-Old Children in Preschools in England

Autor/inn/en	Kutnick, Peter; Brighi, Antonella; Colwell, Jennifer
Titel	Interactive and Socially Inclusive Pedagogy: A Comparison of Practitioner- and Child-Oriented Cognitive/Learning Activities Involving Four-Year-Old Children in Preschools in England
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.265-286 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1143266
Schlagwörter	Teaching Methods; Young Children; Preschool Education; Phenomenology; Learning Activities; Interpersonal Relationship; Social Influences; Interaction; Grouping (Instructional Purposes); Gender Differences; Cognitive Processes; Foreign Countries; Social Development; Observation; Surveys; Student Needs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Pre-school education; Vorschulerziehung; Phenomenological psychology; Phänomenologie; Psychologie; Lernaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialer Einfluss; Interaktion; Grouping; Gruppenbildung; Geschlechterkonflikt; Cognitive process; Kognitiver Prozess; Ausland; Soziale Entwicklung; Beobachtung; Survey; Umfrage; Befragung
Abstract	This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01