Continuing the Heritage of Vygotsky as a Complexivist: Insights from a Research Project among Pre-Primary Learners in Mauritius

Autor/inn/en	Oozeerally, Shameem; Hookoomsing, Helina
Titel	Continuing the Heritage of Vygotsky as a Complexivist: Insights from a Research Project among Pre-Primary Learners in Mauritius
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1013-1025 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oozeerally, Shameem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1888944
Schlagwörter	Foreign Countries; Case Studies; Multilingualism; Epistemology; Child Development; Developmental Psychology; Preschool Children; Early Childhood Education; Sociocultural Patterns; Teacher Education Programs; Preschool Teachers; Interdisciplinary Approach; Sociolinguistics; Learning Processes; Language Usage; Dialects; Cultural Influences; French; Code Switching (Language); Creoles; Mauritius + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Erkenntnistheorie; Kindesentwicklung; Entwicklungspsychologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziokulturelle Theorie; Erzieher; Erzieherin; Kindergärtnerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziolinguistik; Learning process; Lernprozess; Sprachgebrauch; Dialect; Dialekt; Cultural influence; Kultureinfluss; Französisch; Kreole
Abstract	Beyond his contributions to the field of psychology, Vygotsky may be considered as 'one of the first thinkers in complexity' (Jörg, 2011 p. 14). Vygotsky challenged linear causality and defended the idea of the transcendence of individual learning to focus on the generative potential of learning and development through social interactions, emergence, and self-organisation; these are central ideas of complexity. Based on an epistemology of complexity (Morin, 2008; Alhadeff-Jones, 2013), this contribution aims to present the findings and ex post facto reflections on a research project, carried out in 2016-2017, which explored and modeled the language expérienciations (Engel, 2007) of early childhood learners in thirteen pre-primary schools in the multilingual island of Mauritius. A complexity case-study design (Hetherington, 2013) was used and the findings present ways young learners integrate environmental, contextual and linguistic complexity in their own personal, yet socio-collective trajectories towards the construction of their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01