Preschool Children's Participation in Representational and Non-Representational Activities

Autor/in	Braswell, Gregory S.
Titel	Preschool Children's Participation in Representational and Non-Representational Activities
Quelle	In: Journal of Early Childhood Research, 15 (2017) 2, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15614043
Schlagwörter	Preschool Children; Federal Programs; Early Childhood Education; Low Income Students; Disadvantaged Youth; Play; Class Activities; Naturalistic Observation; Child Development; Constructivism (Learning); Emergent Literacy; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? 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; Benachteiligter Jugendlicher; Spiel; Naturbeobachtung; Kindesentwicklung; Frühleseunterricht; Statistische Analyse; Regression; Regressionsanalyse
Abstract	The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children's development within daily activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01