Developing 'Negotiation Capital': Influence and Imagination in Three and Four-Year-Old Triadic Collaborative Play in Nursery

Autor/inn/en	Hayward, Kate; Raine, Jackie; Hendry, Carla
Titel	Developing 'Negotiation Capital': Influence and Imagination in Three and Four-Year-Old Triadic Collaborative Play in Nursery
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayward, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1539432
Schlagwörter	Imagination; Creativity; Play; Preschool Children; Cooperation; Social Capital; Foreign Countries; Preschool Education; Dialogs (Language); United Kingdom (England) + Suchen Sie Ihr Suchwort? Kreativität; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Co-operation; Kooperation; Sozialkapital; Ausland; Dialog; Dialogs; Dialogue; Dialogues
Abstract	This project seeks to understand the 'possible worlds, possible selves' (Carr, M., A. B. Smith, J. Duncan, C. Jones, W. Lee, and K. Marshall. 2010. "Learning in the Making." Rotterdam: Sense) afforded to children by collaborative imaginative play involving negotiation. We investigate how 3 and 4-year-olds achieve their ends through negotiation and collaboration in imaginary play. Preliminary findings suggest that the ability to influence the play appears to depend on the amount of 'negotiation capital' held by each child. Children engage in a process of 'brinkmanship' assessing how much 'negotiation capital' they hold at any time. The capacity to influence is, therefore, both individually and socially determined and time specific. The study raises questions about how adults can move from being 'solution fixers' with an emphasis on adult determined 'rules' as a way of settling differences of opinion in the nursery to engaging in a more reflective pedagogy where the adult 'tunes' to the child's collaborative play in action. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01