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Traditional work on child development is often based on notions of
an individual and decontextualized child. This volume involves a
contribution to the rethinking of development: it presents a number
of situated studies where children's perspectives are documented
through their interaction with others in situated practices, in
family life and school and across social contexts. This volume
offers a toolkit for analyzing children's perspectives and
participation over time. In prior work, the interview has often
been seen as the cardinal method - or the only method - for
studying children's perspectives. This anthology includes vignettes
and case studies, with descriptions of children's actions in
situated activity settings as well as illustrative transcripts from
video-recorded social interaction. It opens up toward a broader
view of `development' in that it documents how children's and
youths' perspectives and agency can be studied through their ways
of interacting (or not interacting) in everyday life. One aspect of
this is their verbal and nonverbal participation in family life and
the social landscape of schools. Another feature is that it
involves several chapters that problematize `impaired practices'
and dilemmas in the teaching of children with dysfunctions. The
book as a whole is rich in empirical ethnographic examples that
highlight life trajectories in and across social contexts.
Moreover, it features interview data and narratives that include
children's and youths' own reflections on their lives and
experiences of the social demands of family and school. This
includes their own thoughts on being or becoming members of local
communities.
Traditional work on child development is often based on notions of
an individual and decontextualized child. This volume involves a
contribution to the rethinking of development: it presents a number
of situated studies where children's perspectives are documented
through their interaction with others in situated practices, in
family life and school and across social contexts. This volume
offers a toolkit for analyzing children's perspectives and
participation over time. In prior work, the interview has often
been seen as the cardinal method - or the only method - for
studying children's perspectives. This anthology includes vignettes
and case studies, with descriptions of children's actions in
situated activity settings as well as illustrative transcripts from
video-recorded social interaction. It opens up toward a broader
view of `development' in that it documents how children's and
youths' perspectives and agency can be studied through their ways
of interacting (or not interacting) in everyday life. One aspect of
this is their verbal and nonverbal participation in family life and
the social landscape of schools. Another feature is that it
involves several chapters that problematize `impaired practices'
and dilemmas in the teaching of children with dysfunctions. The
book as a whole is rich in empirical ethnographic examples that
highlight life trajectories in and across social contexts.
Moreover, it features interview data and narratives that include
children's and youths' own reflections on their lives and
experiences of the social demands of family and school. This
includes their own thoughts on being or becoming members of local
communities.
Children live their lives across various social settings, including
homes, kindergartens, schools and different kinds of institutions.
The different contributions of this book focus on children's
perspectives, and on how children learn and develop through taking
part in activities in social communities such as families, peer
groups, classrooms, and day care institutions. This collection
illustrates different ways of dealing with varying social contexts,
and the research presented involves questions about children's
world-making, anchored in children's daily lives. The studies are
inspired by Vygotsky's theory of development (1998), as well as
childhood sociology. One of the aims has been to problematice time,
change, continuity, developmental trajectories, and transitions in
order to identify novel ways of discussing 'development' in
relation to different trajectories through childhood and youth.
Children live their lives across various social settings, including
homes, kindergartens, schools and different kinds of institutions.
The different contributions of this book focus on children's
perspectives, and on how children learn and develop through taking
part in activities in social communities such as families, peer
groups, classrooms, and day care institutions. This collection
illustrates different ways of dealing with varying social contexts,
and the research presented involves questions about children's
world-making, anchored in children's daily lives. The studies are
inspired by Vygotsky's theory of development (1998), as well as
childhood sociology. One of the aims has been to problematice time,
change, continuity, developmental trajectories, and transitions in
order to identify novel ways of discussing 'development' in
relation to different trajectories through childhood and youth.
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