Navigating the Risky Terrain of Children's Working Theories

Autor/inn/en	Areljung, Sofie; Kelly-Ware, Janette
Titel	Navigating the Risky Terrain of Children's Working Theories
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 4, S.370-385 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1191441
Schlagwörter	Theories; Power Structure; Early Childhood Education; Preschool Children; Instruction; Risk; Preschool Teachers; Teacher Student Relationship; Interpersonal Relationship; Foreign Countries; Case Studies; Teaching Methods; Vignettes; Interviews; New Zealand; Sweden + Suchen Sie Ihr Suchwort? Theory; Theorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching process; Unterrichtsprozess; Risiko; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Neuseeland; Schweden
Abstract	"Working theories" encompass children's theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children's working theories by focusing on the teacher's control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children's working theories. From a teacher's perspective such risks include: undermining the ECE setting's rules; exposing one's own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time--right away, later or never--and voicing, as teachers regulate children's ideas for example through making concrete, reconstructing or silencing them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01