“耶,下坡!”:流动学龄前儿童的集体活动实践与“做”空间在排队行走

Q3 Social Sciences Journal of Pedagogy Pub Date : 2018-06-01 DOI:10.2478/jped-2018-0005
Danielle Ekman Ladru, Katarina Gustafson
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引用次数: 15

摘要

在幼儿研究领域,儿童的行动能力通常只从幼儿园院子里的身体活动来讨论。很少有人从流动性实践和幼儿如何在公共场所活动的角度来讨论这个问题。本文通过对流动幼儿园独特的详细的视频人种学数据,结合空间、移动性和同伴文化的理论,分析了幼儿在排队这一集体学前活动中如何进行移动性实践并进行具身学习。在对比鲜明的公共空间中,两个排队的实证例子展示了流动学龄前儿童群体如何作为一个由儿童和教师个体共同产生的集体在空间中运动。有人认为,排队不仅是一种地方之间的“交通”形式,而且作为社交和学习空间也很重要。在排队时,孩子们根据他们移动的地点和方式,以及教师讨论安全问题的地点和时间,以不同的方式集体“创造”空间。在这个过程中,空间、活动和日常生活都发生了变化。
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‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line
Abstract In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.
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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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