Inquiring minds. Theorizing children's interests.

Autor/inn/en	Hedges, Helen; Cooper, Maria
Titel	Inquiring minds. Theorizing children's interests.
Quelle	In: Journal of curriculum studies, 48 (2016) 3, S. 303-322Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1109711
Schlagwörter	Erhebung; Identität; Identität; Kind; Interesse; Kind; Interesse
Abstract	Children's interests are a common foundation for early childhood curricula. Yet, little research is available about the fundamental nature of children's interests and analytical ways to recognize and engage with these. Early work on children's interests adopted a psychological perspective and associated interests with activity choices. Recent work has taken a sociocultural perspective, arguing that more analytical interpretations of children's interests can occur through a deeper understanding of children's funds of knowledge from their lives in their families and communities, and their inquiries that result. This paper draws on a qualitative, interpretivist study in two early childhood centres in Aotearoa New Zealand to extend this work and argue that children's 'real questions' are the fundamental source of their interests. The interpretations presented of children's questions also challenge earlier psychological research that suggested children cannot imagine their future selves until late in the early childhood period. A revised continuum of children's interests and examples of interpretations of children's real questions are proffered for further consideration in other early childhood contexts. Further, the paper argues that interests-based curriculum is justifiable in the early years through likely leading to a range of long-term outcomes valued by societies.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/3