The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see

Robbins, Jill

doi:10.1177/183693910302800202

Cited by 21 publications

(15 citation statements)

References 8 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A common reason cited for a lack of research that focuses on preschool children’s perspectives is that they are not able to critically describe or evaluate their experiences. This view suppresses the richness and complexities of children’s perspectives by attempting to box-up children’s experiences into a predictable developmental outlook (Hood et al, 1996; Robbins, 2003). This deficit view of children however has been vigorously challenged in recent years by the more contemporary image of the young child as one that is capable of making meanings from diverse experiences (Arthur et al, 2003; Dahlberg et al, 1999).…”

Section: Foregrounding Children’s Voicesmentioning

confidence: 99%

Peer rejection in preschool: Foregrounding children’s voices

Tay-Lim

Gan

2012

Journal of Early Childhood Research

View full text Add to dashboard Cite

Existing studies on peer rejection are predominantly quantitative in nature and do not adequately engage children's voices and provide a comprehensive view of the peer rejection phenomenon. There are also limited studies at the preschool level, especially in the Singapore context. This study addresses these limitations by presenting insights into what constitutes a holistic understanding of the phenomenon. The objective is to investigate the subjective perceptions of the rejection phenomenon as experienced by different preschool children, and to draw out the essential characteristics of these experiences. A qualitative collective case study methodology informed by phenomenology was employed. It utilized in-depth individual interviews and children's dialogic engagement with their drawings to elicit the meaning of experiences from eight preschool children from four to seven years old. Seven major themes and 31 sub-themes emerged from the data, illustrating the complexities of the children's perceptions. They demonstrate that the children were capable of identifying and appraising their peer rejection experiences in terms of attributions, coping mechanisms and effects. The study reveals that peer rejection appeared to be an inevitable component of peer interactions, predisposing them to a host of adverse consequences. Although there are common elements, the personal construction of experiences led to diversities existing within the phenomenon, illustrating the uniqueness of some of the experiences. The implications for appropriate pedagogical practices to help preschool children cope more effectively with peer rejection are presented.

show abstract

Section: Foregrounding Children’s Voicesmentioning

confidence: 99%

Peer rejection in preschool: Foregrounding children’s voices

Tay-Lim

Gan

2012

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…In acknowledging children as active participants, using methods that enable a collaborative effort with children rather than an examination on children (Robbins, 2003) is imperative.…”

Section: Methodologies and Methods For Including Childrenmentioning

confidence: 99%

Learner engagement: Has the child been lost in translation?

Harcourt

Keen

2012

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

A corpus of literature has argued the fundamental importance of learner engagement in early years' classrooms and identified the association between engagement and academic and social success. In the current education policy, educational theories typically influence curriculum development which, in turn, guides pedagogical practice. In the case of literature pertaining to learner engagement, the relationships between theory, curriculum and teaching pedagogy are unclear; hence the interconnections are often implied. Furthermore, decision making about learner engagement is assumed to be in the best interests of the child. However, upon assessment of the literature, the child's presence in learner engagement in classrooms appears to be absent. This paper explores the existing concepts of learner engagement in relation to adult observations of the child. Engagement, as reflected in current Australian early years' curriculum frameworks, is examined. An argument is then presented for the inclusion of the child perspective on learner engagement

show abstract

“…At times, this is a hurried process with little emphasis placed on ascertaining whether children are being empowered to make an informed decision to participate, or not to participate, in the research process (Harcourt & Conroy, 2005;2011). If researchers seek to work with children rather than on children, consideration (and time) must be given to establishing a shared meaning about the purpose of the research to be undertaken (Dockett, 2007;Harcourt & Conroy, 2011;Robbins, 2003). This must include discussions about the roles and respon-sibilities of those participating in the research project, how data will be gathered and analysed, and with whom it will be shared.…”

Section: The Informed Consenting Participantmentioning

confidence: 99%

The challenges of conducting ethical research with children

Harcourt

Sargeant

2011

Education Inquiry

View full text Add to dashboard Cite

Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields. Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from preschool education to higher education, and research on formal and informal settings. Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics. Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome. Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts. Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process. Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at

show abstract

The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see

Cited by 21 publications

References 8 publications

Peer rejection in preschool: Foregrounding children’s voices

Peer rejection in preschool: Foregrounding children’s voices

Learner engagement: Has the child been lost in translation?

The challenges of conducting ethical research with children

Contact Info

Product

Resources

About