Affordances for Participation: Children's Appropriation of Rules in a Reggio Emilia School

Autor/inn/en	Martin, Cathrin; Evaldsson, Ann-Carita
Titel	Affordances for Participation: Children's Appropriation of Rules in a Reggio Emilia School
Quelle	In: Mind, Culture, and Activity, 19 (2012) 1, S.51-74 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
DOI	10.1080/10749039.2011.632049
Schlagwörter	Reggio Emilia Approach; School Policy; Student Participation; Elementary School Students; Preschool Children; Foreign Countries; Video Technology; Ethnography; Peer Relationship; Teacher Student Relationship; Interpersonal Competence; Communication Skills; Visualization; Persuasive Discourse; Change; Classroom Environment; Sweden + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Schulpolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Ethnografie; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kompetenz; Kommunikationsstil; Visualisation; Visualisierung; Persuasion; Persuasive Kommunikation; Wandel; Klassenklima; Unterrichtsklima; Schweden
Abstract	This study explores how young children appropriate school rules and what opportunities for active participation are afforded in a Reggio Emilia elementary classroom with particular interest in the interactional and communicative competences children display in situated practice. An ethnographic and microanalytic approach is used to study how the material environment and multimodal resources are mobilized in the activity. The analysis is based on video-recorded sequences in which 6- to 7-year-old children participate in a school project about rules for the schoolyard. The detailed analysis demonstrates how the children plan, reflect, enact, and discuss how to apply their own co-constructed rules in locally relevant ways in the playground. Overall, the findings shed light on how opportunities for children's active participation are situated within and also afforded by the particular Reggio Emilia educational practice that is also shaped by the learning process itself. (Contains 1 figure, 5 excerpts and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10