This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has focused on practitioner-child relations; yet, children undertaking these activities spend the majority of their time with peers and away from the presence of practitioners. Data were collected in two early education settings in each of the countries, using as research tools: descriptive narrative contextual information (concerning structure, size, curriculum framework), mapping of interpersonal activity, reflective rating scales (concerning nature of cognitive tasks and support for children's interactions) and practitioner interviews (concerning children's interactions for learning and development). Results identified some variation in frameworks, activity and practice between the partner countries but noted more generally that children are found in distinct pedagogic 'worlds' when acting/interacting with practitioners Downloaded by [University of Cambridge] at 16:24 08 October 2014 380 P. Kutnick et al. and peers. These pedagogic worlds were separated by size and composition of grouping, activities and communication. The pedagogic worlds also related to task and interpersonal support for learning and development within settings. Interviews with practitioners showed a concern to promote children's social development but a consistent focus on individual children's development (rather than a social focus on all children). Conclusions identify that the distinctive pedagogic 'worlds' may be the source of social exclusion (especially among peers) and question how practitioners may more fully integrate/support a socio-constructive basis of cognitive activities into peer-based interactions.Cette étude cherche à identifier et comparer les caractéristiques du contexte socio-pédagogique des activités cognitives dans un ensemble de services de la petite enfance de six pays européens (Angleterre, Finlande, Grèce, Italie, Espagne et Suède). Les recherches antérieures sur le contexte social dans lequel les activités cognitives/d'apprentissage prennent place sont centrées sur les relations praticien-enfant; pourtant les enfants qui entreprennent ces activités passent la majorité de leur temps avec leurs pairs et hors de la présence des praticiens. Les données ont été recueillies dans deux services de la petite enfance dans chacun des pays, à l'aide des instruments de recherche suivants: description du contexte (structure, taille, cadre curriculaire), caractérisation de l'activité interpersonnelle, échelles d'évaluation réflectives (nature des tâches cognitives et soutien des interactions des enfants) et entretiens avec les praticiens (interactions des enfants pour se developper et apprendre). Les résultats indiquent quelques variations dans les cadres, les activités et les pratiques entre le...
This paper offers a conceptualization of the types of methods that are suitable for use with young children and a framework of six steps for engaging young children in research. This framework, and a compendium of creative methods, was built through collaboration with a team of international researchers funded by the Bernard van Leer Foundation (Johnson, Hart, & Colwell, 2014a and b). The framework addresses key issues facing researchers wishing to engage young children in research processes and offers ways to overcome some of the challenges researchers may face. A selection of case studies is offered to show how experts working from a wide range of international contexts have worked with children. Examples have been selected for their particular relevance to geographers working with children
A framework of six steps for engaging young children in research is presented in this chapter. This framework was built through collaboration with a team of international researchers funded by the Bernard van Leer Foundation (Johnson, Hart, & Colwell, 2014a and b). Relevant literature and theoretical underpinning is presented with discussion of how creative participatory approaches are relevant to understanding and interacting with children's geographies. The framework addresses key issues facing researchers wishing to engage young children in research processes and offers ways to overcome some of the challenges researchers may face. In order to illustrate the six steps, a selection of case studies which provide examples of how experts from a wide range of international contexts have worked with children are presented. These case studies have been selected to be of particular relevance to geographic field research with young children and have been developed and tested by experts from a wide range of international contexts.
There are now a number of well founded, international studies identifying that access to preschool experience will enhance a child's cognitive and social development and facilitate entry to primary schools (Ball 1994; NICHD 2002; Schweinhart, and Weikart 1997; Sylva et al. 2010). These studies demonstrate that the analysis of the potential positive effects of preschool experience on children's development have moved-on from simple considerations of attendance to the investigation of specific qualities associated with effective environments and activities or high quality experiences (EPPE 2004; Siraj-Blatchford 2010; Sylva 2010). Of particular relevance is that pre-schools providing high-quality or 'excellent' provision provide for both cognitive and social development and that these developments are not compartmentalised, they are linked (Siraj-Blatchford et al., 2003). The study reported within this paper examines childrens' experiences within preschool settings (associated with interactions between children and their practitioners) that facilitate cognitive and social developments-especially with regard to an active and interactive pedagogy and the promotion of social inclusion (EPPE 2004; Stephen 2006). In particular, the EPPE studies
This article considers the implications of a small-scale research project, undertaken by the authors, which used the example of the Massage in Schools Programme (a simple peer massage programme) to ascertain whether the planned use of touch-based activity can support the growth of social and emotional skills in the primary classroom. Such claims are considered within the context of a modern society that is ill at ease with touch. Data, including observations of children and interviews with children and staff, were collected in two primary school classrooms pre, during and post the introduction of a six-week massage programme, led by Massage in Schools practitioners. The findings of this project demonstrate that the number of social relationships reported by children did increase post intervention. The article goes on to consider the possible mechanisms by which this was achieved and features of the classroom context that may mediate the impact of the intervention. The authors conclude that a touch-based intervention such as the Massage in Schools Programme may have a positive and potentially educational value for children and schools and support the growth of social and emotional skills.
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