Becoming a Preschool Child: Subjectification in Toddlers during Their Introduction to Preschool, from a Gender Perspective

Autor/in	Mansson, Annika
Titel	Becoming a Preschool Child: Subjectification in Toddlers during Their Introduction to Preschool, from a Gender Perspective
Quelle	In: International Journal of Early Childhood, 43 (2011) 1, S.7-22 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-010-0022-6
Schlagwörter	Gender Issues; Preschool Children; Social Development; Foreign Countries; Teacher Student Relationship; Peer Relationship; Toddlers; Sweden + Suchen Sie Ihr Suchwort? Geschlechterfrage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Infant; Infants; Toddler; Kleinkind; Schweden
Abstract	The aim of this paper is to contribute to the knowledge of children's introduction to pre-school as social practice with a focus on subjectification from a gender perspective. This introductory process is given great importance in the Swedish pre-school. This paper is based on a study carried out in one strategically chosen preschool infant group. The study addresses the question of which possible subject positions can be adopted by children during their period of introduction to preschool, their first institutional experience. The focus is on the interaction between teachers and children and between children and social practice. One of the analytical tools used is the concept "positioning". The analysis indicates gendered positions for the child as both "in need of care" and "competent". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10