Adding Learning Resources: A Study of Two Toddlers' Modes and Trajectories of Participation in Early Childhood Education

Autor/in	Kultti, Anne
Titel	Adding Learning Resources: A Study of Two Toddlers' Modes and Trajectories of Participation in Early Childhood Education
Quelle	In: International Journal of Early Years Education, 23 (2015) 2, S.209-221 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2015.1018147
Schlagwörter	Foreign Countries; Early Childhood Education; Toddlers; Child Development; Language Acquisition; Language Experience Approach; Second Language Instruction; Participation; Peer Relationship; Nonverbal Communication; Nonverbal Learning; Communities of Practice; Interaction Process Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Infants; Toddler; Kleinkind; Kindesentwicklung; Sprachaneignung; Spracherwerb; Language; Languages; Experience; Sprache; Erfahrung; Fremdsprachenunterricht; Teilnahme; Peer-Beziehungen; Non-verbal communication; Nonverbale Kommunikation; Community; Prozessanalyse; Schweden
Abstract	This study focuses on the nature of children's participation in an Australian early childhood context in which their second language is used. The aim is to create knowledge of toddlers' modes and trajectories of participation. Empirical data documenting the participation of two toddlers were gathered through video observations of everyday activities in the childcare programme across six weeks. The concepts of legitimate peripheral participation and changed participation were used as analytical tools for interpreting the empirical data. Interaction of the toddlers is illustrated through images and transcripts. The analysis show how their participation is carried out through non-verbal communication in silence and movement, and how the toddlers moved, in different ways, towards coordinating activities with other children. The children's trajectories illustrate how they come to participate in different ways and with additional learning resources. How the pedagogical approach acknowledges non-verbal actions and offers multiple modes and trajectories of participation is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01