Repertoires of Cultural Practices for Enacting Play and Learning in a Playgroup

Autor/inn/en	Fleer, Marilyn; Hammer, Marie
Titel	Repertoires of Cultural Practices for Enacting Play and Learning in a Playgroup
Quelle	In: International Research in Early Childhood Education, 5 (2014) 1, S.42-55 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Play; Cultural Differences; Indigenous Populations; Video Technology; Interaction; Foreign Countries; Rural Areas; Preschool Children; Interpersonal Relationship; Motivation; Child Behavior; Interpersonal Communication; Language Usage; Observation; Parents; Australia + Suchen Sie Ihr Suchwort? Spiel; Kultureller Unterschied; Sinti und Roma; Interaktion; Ausland; Rural area; Ländlicher Raum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; psychologische; Motivation (psychologisch); Interpersonale Kommunikation; Sprachgebrauch; Beobachtung; Eltern; Australien
Abstract	Variations in cultural practices between families and schools have emerged as central to many studies (Rogoff, 2003) and these dynamic variations have been named as "repertoires" of cultural practice (Gutierrez & Rogoff, 2003). Emerging from this literature has been a recognition of the dynamic tension between the cultural practices of Western education and the cultural practices of communities who have a different cultural heritage. This tension and its resolution have been captured through the concept of "third space" (Gutierrez, Baquedano-Lopez, & Turner, 1997). Going beyond a third space theorization, this paper draws upon the cultural-historical concepts of "demands" and "motives" (Hedegaard, 2012) in order to understand the development of new repertoires of practices evident in an Australian playgroup where traditional early childhood practices are used by Indigenous families. Nineteen families were video recorded interacting together at a local playgroup (20h). The findings show how participation structures for learning supported by the families, and the demands they placed upon children's day-to-day interaction, highlight new understandings of playgroup practices which go beyond the dominant Western early childhood education cultural repertoires of practice. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01