Learning Culture and Social Interaction最新文献

英文中文

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room 在幼儿活动室的共同注意互动中，研究同伴对教育者-婴儿同步性的动态系统影响

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-14 DOI: 10.1016/j.lcsi.2024.100868

Sarah Jacobson , Sheila Degotardi , Naomi Sweller

Joint attention is a crucial component of quality practice in infant–toddler early childhood education. Joint attention defines a social interaction in which infant and caregiver coordinate attention to engage with an object of interest. Mutual responsiveness within coordinated and creative joint action supports language and cognitive development. However, most joint attention research involves mother–infant dyads in laboratory playrooms or home environments with few distractions. Limited research in early childhood centres suggests joint attention is difficult to sustain in group settings. This study used a dynamic systems approach to operationalise educator–infant synchrony within dyadic and group joint attention interactions. Mutual responsiveness was coded as dyadic co-regulation states. Quantitative analysis of educator–infant co-regulation in relation to number of peers present identified symmetrical co-regulation as the preferred state of the system; however, its strength as an attractor diminished as group size increased. State space grid analysis of temporal dynamics within each interaction provided a more nuanced understanding of peers as perturbations. The structure of group activities and how educators divided their attention among infants were also influential factors. Increasing educators' awareness of the micro-dynamics of joint attention can enhance their ability to provide opportunities for collaborative learning experiences.

共同注意是婴幼儿早期教育优质实践的重要组成部分。共同关注是一种社会互动，在这种互动中，婴幼儿和照护者协调注意力，共同关注感兴趣的对象。在协调和创造性的联合行动中，相互响应有助于语言和认知能力的发展。然而，大多数联合注意研究都是在实验室游戏室或家庭环境中进行的，很少有分心的情况。在幼儿中心进行的有限研究表明，联合注意在群体环境中很难持续。本研究采用动态系统方法，在二人和集体共同注意互动中，对教育者与婴儿的同步性进行操作。相互响应被编码为两人共同调节状态。对教育者-婴儿共同调节与在场同伴数量的关系进行定量分析后发现，对称共同调节是系统的首选状态；然而，随着群体规模的增加，其作为吸引子的强度也随之减弱。通过对每次互动中的时间动态进行状态空间网格分析，可以更细致地了解作为扰动因素的同伴。小组活动的结构以及教育者如何将注意力分配给幼儿也是影响因素。提高教育者对共同关注的微观动态的认识，可以增强他们提供协作学习体验机会的能力。

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引用次数: 0

Authority and positionings in elementary mathematics: An interactional ethnographic approach 小学数学中的权威与定位：互动人种学方法

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-10 DOI: 10.1016/j.lcsi.2024.100866

Daniel Edelen , Sarah B. Bush , Janet Andreasen

In this interactional ethnographic investigation, one third grade elementary mathematics classroom served as a lens to develop an interactional understanding of authority negotiations between two students. Through a discursive analysis of one telling case, we demonstrate how students navigated classroom interactions by maintaining a relationship close to their teacher's positionings and through adhering to the co-constructed storylines of the classroom cultures in the making. Findings elucidate the ways students use the authority of the teacher in assigning mathematical competence during collaborative work. Future directions for research on understanding shared authority in mathematics education are considered.

在这项互动人种学调查中，我们以小学三年级的数学课堂为视角，对两名学生之间的权威谈判进行了互动式理解。通过对一个有说服力的案例进行话语分析，我们展示了学生是如何通过与教师的立场保持密切关系，并通过遵守共同构建的课堂文化故事情节来驾驭课堂互动的。研究结果阐明了学生在合作学习过程中利用教师权威分配数学能力的方式。研究还探讨了数学教育中共享权威的未来研究方向。

引用次数: 0

Peer interactions in 4/6-month-old infants: From motor development to multimodal communication 4/6 个月大婴儿的同伴互动：从运动发展到多模态交流

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-08 DOI: 10.1016/j.lcsi.2024.100869

Hélène Cochet, Flore Chéné, Michèle Guidetti

In the present study, infants between 4 and 6 months of age were observed in daycare centers, either on their own or in the presence of another infant. Our goal was to explore the potential continuity between motor activity observed in early social situations and communication development. In order to investigate the influence of body posture on the opportunities of interaction with social environment, we also compared two conditions: infants were lying on a playmat or seated in bouncers. Our results suggest that infants modified their posture, movements and gaze behavior in dyadic situations compared to situations alone, reflecting a multimodal social tropism. Moreover, infants' positioning influenced the modality they engaged in the relationship with the other. This work highlights the need to analyse multimodal characteristics of interactions and to add posture variations as a key variable to better understand how infants develop communicative intention toward their peers.

在本研究中，我们在日托中心对 4 到 6 个月大的婴儿进行了观察，观察对象可以是自己的婴儿，也可以是有另一个婴儿在场的婴儿。我们的目的是探索在早期社交情境中观察到的运动活动与沟通发展之间的潜在连续性。为了研究身体姿势对与社会环境互动机会的影响，我们还比较了两种情况：婴儿躺在游戏垫上或坐在摇椅上。我们的研究结果表明，与单独相处的情况相比，婴儿在两人相处的情况下会改变自己的姿势、动作和注视行为，这反映了一种多模态社交倾向。此外，婴儿的位置也影响着他们与他人交往的方式。这项研究强调，有必要分析互动的多模态特征，并将姿势变化作为一个关键变量，以更好地理解婴儿如何形成对同伴的交流意向。

引用次数: 0

Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile 学习社区中的平等对话和学生参与。智利科金博大区的案例

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2024-11-07 DOI: 10.1016/j.lcsi.2024.100867

Ignacia Palma Salinas

Scientific literature has shown that student participation has been mainly directed and instrumentalized by adults in schools, which implies a passive role for students. However, the research shows the existence of educational processes that encourage student participation through dialogue in Learning Communities. The aim of this article is to demonstrate the positive effects of dialogic learning through egalitarian dialogue on primary student participation in two Learning Communities in the Coquimbo Region. A qualitative case study with communicative methodology was employed. The data were collected using two techniques: communicative daily-life stories and communicative discussion groups. Results indicate that egalitarian dialogue enables students to participate in their learning processes, reach collective agreements, and engage in decision-making. It is concluded that dialogic learning positively affects student participation through egalitarian dialogue in the schools analysed.

科学文献表明，学生的参与主要是由学校中的成年人引导和利用的，这意味着学生的角色是被动的。然而，研究表明，存在着通过学习社区对话鼓励学生参与的教育过程。本文的目的是在科金博地区的两个学习社区中，展示通过平等对话进行对话学习对小学生参与的积极影响。本文采用了交际方法进行定性案例研究。数据收集采用了两种技术：交际性日常生活故事和交际性讨论小组。结果表明，平等对话使学生能够参与学习过程、达成集体协议并参与决策。结论是，在所分析的学校中，对话式学习通过平等对话对学生的参与产生了积极影响。

引用次数: 0

Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China COVID-19大流行期间的儿童预防和机构:来自中国的叙事研究

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2023-02-01 DOI: 10.1016/j.lcsi.2022.100683

Ge Wei

The COVID-19 pandemic has changed the lives of children across the world. To understand these changes, this study explores how 14 Chinese children aged 6 to 12 years old experienced and reacted to the pandemic since its first outbreak in 2020. Applying Vygotsky's conceptualizations of perezhivanie and agency, the author interprets the children's narrative accounts of their thinking and actions during the pandemic. According to the three-dimensional narrative analyses conducted, perezhivaniya commonalities among the participating children include limited physical movement, scarcity of peer interaction, compulsory online learning, reconstruction of family relationships, and noticeable self-growth. Further, the participating children manifested their agency as resisting, exploring, self-control, committing, and envisioning. Different perezhivaniya lead children to manifest different types of agency—a process wherein mediational means play pivotal roles. This study contributes to theoretical discussions of the dialectical relation between perezhivanie and human agency. Moreover, it has practical implications for how adults can support the emergence of children's agency through means of mediation in perezhivaniya.

新冠肺炎大流行改变了世界各地儿童的生活。为了了解这些变化，本研究探讨了自2020年首次爆发以来，14名6至12岁的中国儿童是如何经历和应对大流行的。作者运用维果茨基的perezhivanie和agency的概念，解释了儿童在大流行期间的思考和行动的叙述。根据所进行的三维叙事分析，参与儿童的perezhivaniya共性包括身体活动受限、缺乏同伴互动、强制性在线学习、重建家庭关系以及显著的自我成长。此外，参与儿童的能动性表现为抗拒、探索、自我控制、承诺和设想。不同的知觉引导儿童表现出不同类型的能动性——在这一过程中，中介手段起着关键作用。这一研究有助于从理论上探讨人格与人的能动性之间的辩证关系。此外，它对成人如何通过调解手段支持perezhivaniya儿童机构的出现具有实际意义。

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引用次数: 0

What we learned from Covid-19 about discourse-based learning 我们从2019冠状病毒病中学到的基于话语的学习

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2023-02-01 DOI: 10.1016/j.lcsi.2022.100679

Deanna Kuhn, Mariel Halpern

Now is an auspicious time to make student-centered discourse a centerpiece of social and civic education, as well as across the curriculum more broadly. We describe here the features of the middle-school program we have developed and implemented for this purpose, emphasizing its concentration on direct student-to-student communication, in contrast to the more common whole-class teacher-led discussion. The Covid-19 epidemic forced us to modify the way in which we implemented the program, eliminating face-to-face contact. What had been an in-person interactive discourse-based workshop we transformed into a remotely-experienced, technology-supported interaction between rotating student pairs. Each participant debated individually with a sequence of individual peers who held an opposing view on a series of social issues. This modified distance-learning approach revealed some unanticipated benefits that we share here. Most notable among them were the enhanced comfort in sharing their views that participants reported they experienced, due to the remote, text-only connection that concealed their personal identities.

现在是一个让以学生为中心的话语成为社会和公民教育以及更广泛课程的核心的好时机。我们在这里描述了我们为此目的开发和实施的中学课程的特点，强调其专注于学生与学生的直接沟通，而不是更常见的由全班教师主导的讨论。新冠肺炎疫情迫使我们修改了实施该计划的方式，消除了面对面的接触。我们将一个基于面对面的互动话语研讨会转变为一个远程体验、技术支持的轮流学生对之间的互动。每个参与者都与一系列在一系列社会问题上持相反观点的同行进行了单独的辩论。这种改进的远程学习方法揭示了我们在这里分享的一些意想不到的好处。其中最值得注意的是，参与者报告说，由于隐藏了他们个人身份的远程纯文本连接，他们在分享自己的观点时感到更加舒适。

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引用次数: 0

The relevance of a sociocultural perspective for understanding learning and development in older age 社会文化视角对理解老年学习与发展的相关性

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2021-03-01 DOI: 10.1016/j.lcsi.2020.100453

Tania Zittoun , Aleksandar Baucal

This paper proposes a sociocultural psychology approach to ageing in the lifecourse. It proposes to consider sociogenetic, microgenetic and ontogenetic transformations when studying older age. On this basis, it considers that older people's lives have two specificities: a longer life experience, and a unique view of historical transformation. The paper calls for a closer understanding of the specific and evolving conditions of ageing, and for more inclusion of older citizens in public debate and policy making.

本文提出了一种社会文化心理学的方法来研究生命过程中的老龄化。它建议在研究老年时考虑社会遗传学、微遗传学和个体遗传学的转变。在此基础上，认为老年人的生活具有两个特殊性:一是更长的生命体验，二是独特的历史转型观。该文件呼吁更深入地了解老龄化的具体和不断变化的条件，并呼吁更多地将老年公民纳入公共辩论和政策制定。

引用次数: 9

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