Children's Collaborative Encounters in Pre-School

Autor/in	Svinth, Lone
Titel	Children's Collaborative Encounters in Pre-School
Quelle	In: Early Child Development and Care, 183 (2013) 9, S.1242-1257 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.719228
Schlagwörter	Preschool Children; Group Dynamics; Video Technology; Foreign Countries; Early Childhood Education; Cooperation; Learning Activities; Interpersonal Relationship; Facilitators (Individuals); Institutional Characteristics; Educational Opportunities; Interaction Process Analysis; Aptitude Treatment Interaction; Denmark + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gruppendynamik; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Co-operation; Kooperation; Lernaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsangebot; Bildungschance; Prozessanalyse; Dänemark
Abstract	Collaboration is often described as a situation whereby two or more children work together towards a common goal. When viewed from a socio-cultural learning perspective, a broader understanding of collaboration is suggested. This article investigates the forms and pathways of children's collaboration and how the institutional demands influence children's collaborative encounters. The study is based on video recordings of paedagogical activities (workshops and circle times) in two Danish pre-schools over a period of 11 months. Although institutional demands challenge children's initiatives, it is found that children build friendships, assist, inspire, and imitate one another in their collaborative encounters in paedagogical activities. In order to better support children's learning and engaged participation in paedagogical activities, an increased attention to the institutional demands on children's collaborative encounters in early childhood education is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10