Children's Negotiation Tactics and Socio-Emotional Self-Regulation in Child-Led Play Experiences: The Influence of the Preschool Pedagogic Culture

Autor/in	Arnott, Lorna
Titel	Children's Negotiation Tactics and Socio-Emotional Self-Regulation in Child-Led Play Experiences: The Influence of the Preschool Pedagogic Culture
Quelle	In: Early Child Development and Care, 188 (2018) 7, S.951-965 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arnott, Lorna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1443919
Schlagwörter	Early Childhood Education; Preschool Education; Play; Student Role; Self Control; School Culture; Interpersonal Relationship; Creativity; Observation; Interviews; Cues; Interaction; Student Centered Learning; Standards; Power Structure; Foreign Countries; Qualitative Research; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Spiel; Selbstbeherrschung; Schulkultur; Schulleben; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kreativität; Beobachtung; Interviewing; Interviewtechnik; Stichwort; Interaktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Standard; Ausland; Qualitative Forschung
Abstract	Early Childhood Education (ECE) typically positions the child at the centre of their own learning, with a high degree of child-initiated and child-led experiences. As such, ECE is often characterized by 'free play' during which children are provided with opportunities to manage and negotiate their socio-emotional interactions. This process of self-regulation is carefully moulded by a complex preschool Pedagogic Culture. Drawing on data from two projects that investigated children's social and creative play through exploratory qualitative observations, interviews and child-centred play-based methodologies, this article describes how children interpret cues in formal ECE settings to determine how they manage and regulate their play experiences and socio-emotional interactions. Findings demonstrate that children interpreted four elements of the Pedagogic Culture: Child-Centred Pedagogies, Structural Hierarchies, Rules and Regulations, and Agency and Power. Children manoeuvred these elements of the Pedagogic Culture to shape their negotiation tactics and socio-emotional self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01