A Preschooler's Agency: Why Relational Types of Agency Emerge in Peer Interactions?

Autor/in	Choi, Youngae
Titel	A Preschooler's Agency: Why Relational Types of Agency Emerge in Peer Interactions?
Quelle	In: Early Child Development and Care, 190 (2020) 10, S.1525-1536 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Youngae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1540473
Schlagwörter	Preschool Children; Personal Autonomy; Interpersonal Relationship; Case Studies; Ethnography; English (Second Language); Second Language Learning; Friendship; Comparative Analysis; Teacher Attitudes; Parent Attitudes; Student Attitudes; Classroom Communication; Student Participation; Korean Americans; Power Structure + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Freundschaft; Lehrerverhalten; Elternverhalten; Schülerverhalten; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This study explores a preschooler's relational types of agency and the reasons why these types emerge. This study defines children's agency as a capacity and power to act purposefully, negotiate roles, and (re)construct relationships with others. As an ethnographic case study, this study followed a four-year-old child, Han, for one year in his preschool classroom while he learned English as an L2. Data include over 80 hours of observation, artefacts, and interviews with teachers, Han's parent, and the children. With three-time interviews with the children throughout the year, children's friendship network was created and compared to Han's relational types of agency. This study illustrates how Han was able to see figured worlds in the classroom and display relational agency, submissive participation and control of interaction, to represent himself relative to others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01