This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively.

Kutnick, P., Brighi, A., Colwell, J. (2016). Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 24(2), 265-286 [10.1080/1350293X.2016.1143266].

Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England

BRIGHI, ANTONELLA;
2016

Abstract

This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively.
2016
Kutnick, P., Brighi, A., Colwell, J. (2016). Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 24(2), 265-286 [10.1080/1350293X.2016.1143266].
Kutnick, Peter; Brighi, Antonella; Colwell, Jennifer
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/570509
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 7
  • ???jsp.display-item.citation.isi??? 5
social impact