Exploring the Notion of 'Group' in Chinese Children's Learning: A Tri-Partite Focus

Autor/inn/en	Guo, Karen; Nolan, Andrea; Huang, Wanying
Titel	Exploring the Notion of 'Group' in Chinese Children's Learning: A Tri-Partite Focus
Quelle	In: Australian Educational Researcher, 48 (2021) 2, S.321-336 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Karen) ORCID (Nolan, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00393-w
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Student Centered Learning; Cooperative Learning; Group Dynamics; Student Attitudes; Parent Attitudes; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Gruppendynamik; Schülerverhalten; Elternverhalten; Lehrerverhalten
Abstract	The current focus on child-centred learning in the Chinese early childhood education sector is accompanied by calls to enhance children's group experiences. Aims of the present study include understanding the meaning of 'group' in Chinese children's learning, as well as the ways in which children experience groups in the social pedagogic contexts of their early childhood classrooms. Drawing on the tri-partite perspectives of Chinese preschool children, their parents and teachers, this qualitative study revealed that within and between these perspectives there were tensions as to how the notion of 'group' was valued in individual children's learning. Findings indicated some consensus among the perspectives but they also highlighted the complexity and diversity inherent in the understandings of children's learning. The study raises questions relating to the resources, opportunities and teaching approaches in children's social pedagogic contexts. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01