Family Culture as Context for Learning through Inquiry

Keifert, Danielle T.

doi:10.1080/07370008.2021.1913162

Cited by 13 publications

(8 citation statements)

References 31 publications

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“…This led us toward a casestudy model focused on fewer but longer clips, and a set of roughly ten candidate clips that featured extended, complex problem-solving arcs, including the two clips featured in this study, from Families 15 and 17. While traditions focused more squarely on the structures of verbal interaction (CA, DP) often rely on identifying patterns through numerous micro-interactions sampled from across a data corpus, some IA researchers have found that a more longitudinal, casestudy approach, focusing on fewer participants in greater depth, can shed new light on complex, multimodal learning phenomena (Marin and Bang, 2018;Keifert, 2021). Given the space constraints of journal submission, we settled on three clips which, based on previous rounds of analysis, prominently featured the autonomy support tensions of interest, and ultimately determined only two cases could be treated in suitable depth with the available space.…”

Section: Selecting and Bounding Clipsmentioning

confidence: 99%

“…This study has a few limitations around its analytical approach, central constructs, sample, and research design. On the analysis side, by following the principles of discursive psychology and interaction analysis (Jordan and Henderson, 1995;Wiggins, 2016), our approach primarily focused on the observable, public record of parent-child interactions, and was thus unable to attend to the child's private experience or awareness of self-determination and autonomy (c.f., Vossoughi and Escudé, 2016;DeLiema et al, 2021;Keifert, 2021). An additional limitation of the study was the focus on constructs surrounding problem solving (e.g., noticing problems, proposing causes, generating solutions) to the exclusion of other constructs central to the autonomy support literature, such as the timing of support and the flexibility of parent support.…”

Section: Limitationsmentioning

confidence: 99%

“…Young children, who are newcomers to many of the activities they pursue (e.g., climbing, drawing), often engage in problem-solving processes aided by adults (Vygotsky, 1978) and which unfold in moment-by-moment social interaction (e.g., Keifert, 2021). Parents in these moments face a wide range of options regarding how to provide physical and verbal forms of support to their children.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

Baker

DeLiema²,

Hufnagle³

et al. 2022

Front. Educ.

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Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case studies, we expand on the study of autonomy support by examining dyadic problem solving in naturalistic, outdoor family play. We apply a situated method of interaction analysis to perform a detailed, micro-longitudinal decomposition of two extended problem-solving arcs, identifying the specific contributions of parents and children. In doing so, we apply additional lenses of problem-solving, debugging, play-based learning, and intergenerational learning to develop a more comprehensive understanding of endogenous, dyadic problem solving. Our findings suggest the presence of inherent tradeoffs between various potential goals and time horizons for children’s learning and raise actionable considerations for both future research and practice in collaborative learning spaces.

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Section: Selecting and Bounding Clipsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

Baker

DeLiema²,

Hufnagle³

et al. 2022

Front. Educ.

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show abstract

“…This family consumer mentality, which reflects the family cultural, affects the children's tourism experiences ( 15 , 21 ). The term “family culture” refers to subjective factors such as the knowledge, thoughts, values, attitudes, and behavior styles of family members ( 22 ). Different family cultural environments lead to differences in children's tourism experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

The psychological process and emotional cognition of children's tourism experiences in Chinese family culture

Guo

Liu²

2022

Front. Public Health

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The family cultural environment affects children's cognitive development and socialization processes, and different family cultural environments lead to differences in children's tourism experiences. The current research on children's tourism experiences demands a shift from the families' perspective to that of children's perspective. In response to this, grounded on the cognitive development theory, this paper, from the perspective of children's memorable parent-child tourism experience, uses 321 children's drawings to project the tourism elements, people, activities, scenes, and colors that children perceive from travel, reveals the main cognitive contents of children's parent-child tourism experiences. Furthermore, this paper analyzes the influence of family cultural background on children's tourism experiences through interviews with children. Our results show that with the growth of age, children's perception of elements changes from the macro level to the micro level, and the contents they perceive change from concrete to abstract. In addition, children have an acute perception of people and are impressed by novel activities during travel. They adapt well to changes in travel scenes and prefer bright and vibrant colors during trips. Therefore, we recommend the design of appropriate tourism products that combine the characteristics of children's experiences when offering parent-child travel programs, as well as upgrading the market of parent-child tourism experiences through novel activities.

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“…Often, children readily participate in culturally and socially relevant science and sensemaking with their families in ways that build foundations for future science inquiry through playfulness and joy (Goldman et al, 2021; Junge et al, 2021). Children can gain skills and dispositions about science from their families that they then bring to more formal learning spaces (Keifert, 2021; National Academies of Science, Engineering, and Medicine, 2022). Engaging in science with young children has been shown to be beneficial in a multitude of ways (Borgerding & Raven, 2018).…”

Section: Introductionmentioning

confidence: 99%

Science at the center: Meaningful science learning in a preschool classroom

Raven¹,

Wenner

2022

J Res Sci Teach

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Even though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K‐12 science education. In this single case study, we focused on the experiences and daily work of one constructivist‐oriented preschool teacher who utilized science‐based guided play and emergent curriculum as vehicles for important aspects of preschool learning. Findings demonstrate that with careful planning and intention, science can be utilized as a context for nonscience preschool learning objectives outlined by the National Association for the Education of Young Children, such as socioemotional development and early literacy. Further, being purposeful about taking up children's ideas about science can lead to rigorous engagement in the three dimensions of science found in the A Framework for K‐12 Education as well as the Nature of Science. What is notable in this case study is that the teacher did not fundamentally alter her instruction, nor did she take up a prescribed science curriculum; rather, she utilized children's science noticings and wonderings about the world to build meaningful learning experiences. In this way, we see the efforts and outcomes of this teacher being attainable by other preschool teachers. From these findings, we put forward the Integrated Preschool Science Framework that can be used by researchers and teacher educators to think more deeply about how placing science at the center of preschoolers' learning can provide rich opportunities for supporting preschools in multiple learning domains.

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Family Culture as Context for Learning through Inquiry

Cited by 13 publications

References 31 publications

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

The psychological process and emotional cognition of children's tourism experiences in Chinese family culture

Science at the center: Meaningful science learning in a preschool classroom

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