The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children

Haynes, Joanna; Murris, Karin

doi:10.1080/03004430.2013.792256

Cited by 18 publications

(19 citation statements)

References 18 publications

(6 reference statements)

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“…This article builds off a tradition of critical sociocultural research in early childhood literacy that explores the role of play in the project of deconstruction and reconstruction (e.g. Ghiso, 2013; Haynes and Murris, 2013; Janks, 2010; Kontovourki and Siegel, 2009; Souto-Manning, 2007; Vasquez, 2005; Wohlwend, 2011). One potential of play is that it affords children an agentive platform for cultivating participation, and for ‘representing their meanings [and] their knowledge of things and how they function’ (Nelson, 2007: 101).…”

Section: Children's Play and Critical Literaciesmentioning

confidence: 99%

Young children demystifying and remaking the university through critical play

Campano

Ngo

Low

et al. 2015

Journal of Early Childhood Literacy

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This article, part of a four-year research partnership with a multilingual faith community and its school, explores what happened when we invited young children in an aftercare program to inquire into the university from their perspectives. Through a sociocultural literacy framework and realist theories of identity and experience, we examine the children's organic forms of sense making through what we describe as critical play. The children took up our invitation to represent their inquiries into college by using humour and imagination to demystify the university and make it their own. We conclude with some specific recommendations for colleges and universities interested in supporting access to higher education, especially for those young children who may not have the economic means or the entitlement of institutional legacy as part of their social habitus.

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Section: Children's Play and Critical Literaciesmentioning

confidence: 99%

Young children demystifying and remaking the university through critical play

Campano

Ngo

Low

et al. 2015

Journal of Early Childhood Literacy

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“…The skill of listening without prejudice -not as though we already know and understand what is about to be said -remains a challenge, especially as young children's thinking can be so imaginative and fantastical. As a result, philosophical enquiries with young children entail a very playful, exploratory and imaginative form of philosophising (Haynes & Murris 2013), which we extend to the university classroom.…”

Section: A Thinking Curriculummentioning

confidence: 99%

A foundation for foundation phase teacher education: Making wise educational judgements

Murris

Verbeek²

2014

SAJCE

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We start our paper with a critical exploration of the current 'back to basics' approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question 'what is foundational in foundation phase teaching?' We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta's work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical 'know-how' and views of 'child' and 'childhood' constitute the subject knowledge that is foundational in the foundation phase curriculum.

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“…Murris (2013) mention particular qualities in the selection of picturebooks: ambiguity and complexity, the ability to make the familiar appear strange, playfulness, provoking questions that cannot easily be settled through empirical investigation, engaging the emotions and the imagination, questioning power relationships between adults and children, blurring the boundaries between social and anti-social behaviors and offering the reader the opportunity to become immersed in other places, times or characters and that invite critical reflection(1088). Besides criticizing Lipman's approach to children's literature and use of illustrated materials in CPI, Haynes and Murris see their approach to children's literature and using picturebooks in teaching philosophy differently from Matthews who has focused on philosophical themes embedded in children's fiction and has been in search of finding similarities between children's responses and adult philosophers to justify his claim of children's inherent ability to philosophize.They instead, step into a paradigm that contrary to Matthews is not adult philosophy, but "suggest[s] a more expanded notion of rationality that critiques modernist and rationalist philosophies"(Haynes & Murris, 2012: 61).…”

mentioning

confidence: 99%

from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement

Mhosronejad

Shokrollahzadeh

2020

childphilo

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This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.

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The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children

Cited by 18 publications

References 18 publications

Young children demystifying and remaking the university through critical play

Young children demystifying and remaking the university through critical play

A foundation for foundation phase teacher education: Making wise educational judgements

from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement

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