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

Q3 Social Sciences Journal of Pedagogy Pub Date : 2023-06-01 DOI:10.2478/jped-2023-0002
H. Jørgensen
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引用次数: 0

摘要

在丹麦早期儿童教育和护理(ECEC)中,教师传统上以儿童为中心的方式工作,重视儿童的经历。在过去的150年里,教师们在为孩子们构建日常生活的框架方面发展了专业知识,同时他们一方面关注孩子们的观点,另一方面也关注他们自己的教学兴趣。因此,玩耍和实验是丹麦ECEC的重要组成部分。本文从这一教学传统出发,探讨研究人员是否以及如何从这种双重关注中受益,并利用它来弥合接触儿童观点和使这些观点成为研究对象之间的差距。实证资料来源于一项初步研究。本研究的关键是探索游戏实验作为儿童,教师和研究人员之间的相遇,儿童的不同观点可能会出现。研究结果表明,游戏实验作为一种儿童敏感的研究方法,可以有效地增强儿童的具身知识,促进儿童对研究的参与。然而,关于如何保持儿童的观点并将其体现的知识转化为经验数据,提出了方法学问题。此外,还需要进一步探索游戏实验作为协作遭遇的空间。
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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.
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
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.
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