自组织的儿童社区

Q3 Social Sciences Journal of Pedagogy Pub Date : 2023-06-01 DOI:10.2478/jped-2023-0005
Benedicte Bernstorff
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引用次数: 0

摘要

本文从以儿童为中心的角度,基于一项为期16个月、涉及两所幼儿园的现象学非参与者观察性研究,探讨了丹麦早期儿童教育和护理(ECEC)环境中儿童自组织游戏社区在机构日常生活中的实践(Bernstorff, 2021)。借鉴布迪厄的反思性社会学和行为学,儿童自组织的游戏社区被分析为一个社会空间,是一个关系、战斗、谈判的领域,具有特定的准入要求,作为特定领域共享的可接受的价值观。分析表明,自组织的游戏社区是一个社会空间,它通过游戏中的社会语言来表达自己的实践,并与制度编排相联系和指导。此外,分析还显示了三种不同的儿童自组织游戏社区,即类别:关系型游戏社区,社区导向型游戏社区和冲突型游戏社区,但这些类别也可能重叠成混合类别。文章认为,儿童自组织的游戏社区在机构编排中面临压力的风险,这反过来影响了儿童在机构日常生活中拥有不间断的时间和空间进行自组织游戏的机会。
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Self-organized communities of children
Abstract From a child-centered perspective, this article explores the practices of children’s self-organized play-communities in institutional everyday life in Danish early childhood education and care (ECEC) settings, based on a phenomenological non-participant-observational study with a duration of 16 months involving two kindergartens (Bernstorff, 2021). Drawing on Bourdieu’s reflexive sociology and praxeology, children’s self-organized play-communities are analyzed as a social space, being a field for relations, fights, negotiations with specific admission requirements emerging as accepted values shared by the specific field. The analysis demonstrates that self-organized play-communities are a social space with its own practices of being together expressed through the social language in play linked to and guided by an institutional choreography. Besides, the analysis demonstrates three kinds of different communities of children in self-organized play, viz. the categories: Relational play-communities, Community-oriented play-communities, and Conflictual play--communities, which categories may, however, also overlap into blended categories. The article argues that children’s self-organized play-communities risk being under pressure in the institutional choreography, which in turn affects children’s opportunities for having uninterrupted periods of time and space to self-organized play in their institutional everyday life.
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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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