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- Publisher Website: 10.1080/1350293X.2016.1143266
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Article: Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England
Title | Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England |
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Authors | |
Keywords | activity theory cognitive challenge inclusive pedagogy pedagogic worlds social pedagogy |
Issue Date | 2016 |
Publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/loi/recr20#.VMJaK_ldVPN |
Citation | European Early Childhood Education Research Journal, 2016, v. 24 n. 2, p. 265-286 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/229549 |
ISSN | 2023 Impact Factor: 1.8 2023 SCImago Journal Rankings: 0.771 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Kutnick, PJ | - |
dc.contributor.author | Brighi, A | - |
dc.contributor.author | Colwell, J | - |
dc.date.accessioned | 2016-08-23T14:11:49Z | - |
dc.date.available | 2016-08-23T14:11:49Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | European Early Childhood Education Research Journal, 2016, v. 24 n. 2, p. 265-286 | - |
dc.identifier.issn | 1350-293X | - |
dc.identifier.uri | http://hdl.handle.net/10722/229549 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/loi/recr20#.VMJaK_ldVPN | - |
dc.relation.ispartof | European Early Childhood Education Research Journal | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in European Early Childhood Education Research Journal on 09 Feb 2016, available online at: http://www.tandfonline.com/doi/abs/10.1080/1350293X.2016.1143266 | - |
dc.subject | activity theory | - |
dc.subject | cognitive challenge | - |
dc.subject | inclusive pedagogy | - |
dc.subject | pedagogic worlds | - |
dc.subject | social pedagogy | - |
dc.title | Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England | - |
dc.type | Article | - |
dc.identifier.email | Kutnick, PJ: pkutnick@hku.hk | - |
dc.identifier.authority | Kutnick, PJ=rp01414 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/1350293X.2016.1143266 | - |
dc.identifier.scopus | eid_2-s2.0-84958040183 | - |
dc.identifier.hkuros | 260728 | - |
dc.identifier.volume | 24 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 265 | - |
dc.identifier.epage | 286 | - |
dc.identifier.isi | WOS:000373281700008 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1350-293X | - |