Children's Ways-of-Knowing. Learning through Intent Participation in the Early Years

Autor/in	Neaum, Sally
Titel	Children's Ways-of-Knowing. Learning through Intent Participation in the Early Years
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 3, S.343-356 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neaum, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1719983
Schlagwörter	Preschool Children; Foreign Countries; Literacy Education; Learner Engagement; Student Participation; Play; Poverty; Learning Modalities; Language Acquisition; Learning Processes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spiel; Armut; Lernumgebung; Sprachaneignung; Spracherwerb; Learning process; Lernprozess
Abstract	This paper reports a finding that emerged from a wider study into children's engagement with literacy provision in child-initiated play. In this observation-based study 25 of the 42 children involved were observed engaging a particular form of participation, a learning modality that aligns with Rogoff's et al.'s (2003) description of first-hand learning through Intent Participation. Based on these findings, the paper argues that, alongside other more established early years pedagogical practices, an understanding of this learning modality may need to be part of early years practitioners' pedagogical repertoire. Recognition of this learning modality is, it is argued, particularly significant in two related contemporary contexts. Firstly, the ameliorating effect of early childhood education for children growing up in poverty, and, secondly, the strong drive to encourage language-based pedagogy to develop children's spoken language and mediate their early learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01