Children's Participation and Teacher Control

Autor/inn/en	Emilson, Anette; Folkesson, Anne-Mari
Titel	Children's Participation and Teacher Control
Quelle	In: Early Child Development and Care, 176 (2006) 3-4, S.219-238 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Preschool Teachers; Educational Practices; Classification; Toddlers; Teacher Student Relationship; Student Participation; Teacher Effectiveness; Teacher Response; Teacher Participation; Teaching Styles; Perspective Taking; Context Effect; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Classification system; Klassifikation; Klassifikationssystem; Infant; Infants; Toddler; Kleinkind; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkommentar; Lehrstil; Unterrichtsstil; Zukunftsperspektive; Ausland; Schweden
Abstract	In this study we have tried to come close to, and at the same time problematize, what participation in educational practice might be. The overall aim is to study how a toddler's participation can be understood in two kinds of educational activities, where the degree of teacher control differs. The data in this study are video observations of interactions between preschool teachers and toddlers. Two situations are analyzed. One refers to a situation characterized by strong classification and framing, while the other refers to a situation with weak classification and framing. The result shows that strong classification and framing risks restricting children's participation, and that a weak classification and framing can promote children's possibility to participate on their own terms. An important issue for children's participation is a participant teacher who is creating meaningful contexts, where teacher control is about being emotionally present, supportive and responsive. (Contains 2 notes.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10