Literaturnachweis - Detailanzeige
Autor/inn/en | Zhao, HuiJun; Zhang, Nini; Guo, Karen |
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Titel | A Chinese Lens on Children's Learning Dispositions |
Quelle | In: Educational Studies, 48 (2022) 2, S.233-252 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhang, Nini) ORCID (Guo, Karen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-5698 |
DOI | 10.1080/03055698.2020.1749033 |
Schlagwörter | Cognitive Style; Cognitive Processes; Preschool Children; Early Childhood Education; Child Development; Foreign Countries; Preschool Teachers; Teacher Attitudes; Specialists; Teaching Methods; Behavior Patterns; Student Centered Learning; Child Behavior; Lifelong Learning; Age Differences; China Cognitive styles; Kognitiver Stil; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Life-long learning; Lebenslanges Lernen; Age; Difference; Age difference; Altersunterschied |
Abstract | The notion of learning dispositions has extended conceptions of learning in early childhood education to incorporate dimensions such as habits of mind and patterns of behaviour. This paper conceptualizes learning dispositions through a Chinese lens, and with conceptualizing this notion, explores associated pedagogical practices. The data are drawn from the field notes in an early childhood classroom and focus group interviews with sixteen early childhood teachers and three early childhood experts. The evidence indicates that disposition is an essential component on the participants' construction of children's learning as well as a deliberate focus of teachers' teaching. However, it is also revealed that children's learning dispositions are something of paradox, offering the potential of a learner-centred pedagogy and yet are grounded in teaching plans, prescribed goals and specific activities. Findings interrogate the positioning of learning dispositions in relation to the wider discourse of children's learning in the Chinese early childhood context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |