Action with Friction: A Transactional Approach to Toddlers' Physical Meaning Making of Natural Phenomena and Processes in Preschool

Autor/inn/en	Klaar, Susanne; Ohman, Johan
Titel	Action with Friction: A Transactional Approach to Toddlers' Physical Meaning Making of Natural Phenomena and Processes in Preschool
Quelle	In: European Early Childhood Education Research Journal, 20 (2012) 3, S.439-454 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.704765
Schlagwörter	Teaching Methods; Preschool Education; Learning Processes; Video Technology; Toddlers; Early Childhood Education; Interviews; Epistemology; Science Education; Scientific Concepts; Cognitive Development; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Learning process; Lernprozess; Infant; Infants; Toddler; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Erkenntnistheorie; Naturwissenschaftliche Bildung; Kognitive Entwicklung
Abstract	Research into preschool education has paid a lot of attention to investigating children's conceptual development and cognitive learning about nature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of "practical" meaning making in Early Childhood Education. The study is largely based on John Dewey's pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers' bodily actions in nature encounters, is illustrated by a video recording of a toddler's encounter with icy and clay surfaces. This encounter was analysed using "Practical Epistemological Analysis". Toddlers' inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways. (Contains 1 note and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10