Social Situation of Development: Parents Perspectives on Infants-Toddlers' Concept Formation in Science

Autor/in	Sikder, Shukla
Titel	Social Situation of Development: Parents Perspectives on Infants-Toddlers' Concept Formation in Science
Quelle	In: Early Child Development and Care, 185 (2015) 10, S.1658-1677 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1018241
Schlagwörter	Parent Attitudes; Concept Formation; Infants; Toddlers; Scientific Concepts; Child Development; Family Environment; Interviews; Video Technology; Audio Equipment; Social Development; Parent Child Relationship; Foreign Countries; Immigrants; Sociocultural Patterns; Play; Role; Researchers; Cultural Context; Australia; Bangladesh; Singapore + Suchen Sie Ihr Suchwort? Elternverhalten; Concept learning; Begriffsbildung; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Familienmilieu; Interviewing; Interviewtechnik; Audio-CD; Soziale Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Immigrant; Immigrantin; Immigranten; Soziokulturelle Theorie; Spiel; Rollen; Researcher; Forscher; Australien; Bangladesch; Singapur
Abstract	The social situation of development (SSD) specific to each age determines regularly the whole picture of the child's life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent's views on infant-toddler's science concept formation in the family context. Reviewed literature informs us that infants-toddlers experience small science concepts in everyday life. However, this work does not explain how these experiences contribute to the infants-toddlers' SSD. In this paper, parental interviews (four hours of video-audio data) have been analysed to understand this gap. The findings inform us that possibilities of science concept formation at the infant-toddler age are not any extra effort for parents; rather, the concepts could be developed as part of the SSD in everyday contexts. This research impacts on an under-researched area of infants' and toddlers' science concept formation in the family context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01