Young Children's Playfully Complex Communication: Distributed Imagination

Autor/in	Alcock, Sophie
Titel	Young Children's Playfully Complex Communication: Distributed Imagination
Quelle	In: European Early Childhood Education Research Journal, 18 (2010) 2, S.215-228 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Imagination; Play; Young Children; Communication (Thought Transfer); Social Theories; Systems Approach; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Spiel; Frühe Kindheit; Communication; thought; Kommunikation; Gedanke; Gesellschaftstheorie; Systemischer Ansatz; Ausland; Neuseeland
Abstract	This paper draws on research exploring young children's playful and humorous communication. It explores how playful activity mediates and connects children in complex activity systems where imagination, cognition, and consciousness become distributed across individuals. Children's playfulness is mediated and distributed via artefacts (tools, signs and symbols) such as words, sounds, gestures, gaze, posture, rhythm, and movement using a variety of processes including imagination, imitation, and repetition. Novelty emerges via the dynamic interplay between artefacts within complex systems. This perspective is congruent with the New Zealand early childhood curriculum, Te Whariki, and specifically the theoretically-based relationships principle which states that "Children learn through responsive and reciprocal relationships with people, places and things". Sociocultural historical activity theory informs both the methodological paradigm of the research and the framework for data analysis. The transdisciplinary nature of complexity thinking broadens this psychological sociocultural paradigm. Findings suggest that understanding the interconnected, mediated, and distributed nature of children's playfulness is central to understanding children in early childhood settings. The concepts of interconnectedness and distributed [playfulness and] imagination have pedagogical implications for how teachers understand and view children and themselves in early childhood centre communities, and for curriculum and assessment practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10