The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World

Autor/inn/en	Yoon, Haeny S.; Templeton, Tran Nguyen
Titel	The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World
Quelle	In: Harvard Educational Review, 89 (2019) 1, S.55-84 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Listening; Young Children; Adults; Childrens Attitudes; Neoliberalism; Child Behavior; Creativity; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Public Schools; Performance Based Assessment; Child Development; Childhood Interests; Classroom Environment; Teacher Student Relationship; Kindergarten; Workshops; Childrens Writing; Emergent Literacy; Childrens Art; Photography; Freehand Drawing; Story Telling; Peer Relationship; Illinois + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Frühe Kindheit; Neo-liberalism; Neoliberalismus; Kreativität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Public school; Öffentliche Schule; Leistungsermittlung; Kindesentwicklung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernwerkstatt; Schulung; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Frühleseunterricht; Fotografie; Drawing; Zeichnen; Peer-Beziehungen
Abstract	In this research article, Haeny Yoon and Tran Nguyen Templeton explore the challenges of listening to children in both classrooms and research that purports to center young children. Through two stories from their respective studies, Yoon and Templeton highlight the complexities of following children's leads given the competing agendas situating the work of teachers and researchers in neoliberal contexts. Time constraints, curricular mandates, and research expectations limit children's valuable contributions to their sociocultural communities. The authors' goal is to discuss the possibilities in taking up children's words, gestures, and moves as knowledge. They contend that children's voices should not simply be heard for curricular purposes, for adults' amusement, to forward a neoliberal agenda, or to maximize our own goals and pursuits. Instead, we should listen to understand the creativity and intelligence of young children whose social worlds are meaningful. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01