{"title":"在游戏中遇到儿童的观点:动物斗篷的游戏实验如何成为ECEC的研究方法","authors":"H. Jørgensen","doi":"10.2478/jped-2023-0002","DOIUrl":null,"url":null,"abstract":"Abstract In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition and explores if and how researchers can benefit from employing such double attentiveness and use it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC\",\"authors\":\"H. Jørgensen\",\"doi\":\"10.2478/jped-2023-0002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition and explores if and how researchers can benefit from employing such double attentiveness and use it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.\",\"PeriodicalId\":38002,\"journal\":{\"name\":\"Journal of Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jped-2023-0002\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jped-2023-0002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC
Abstract In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition and explores if and how researchers can benefit from employing such double attentiveness and use it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.
期刊介绍:
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.