Artin Göncü
Biographic Data
| ID | 119718 |
|---|---|
| NAME | Artin Göncü |
| GIVEN NAMES | Artin |
| FAMILY NAME | Göncü |
| SIGNATURE | GÖNCÜ A |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab: An Art-Mediated Instrumental Approach
The funds of knowledge of bilingual preservice teachers (BPSTs) are undervalued in the U.S. predominantly White teacher education space. Therefore, this study aimed to investigate and integrate the overlooked knowledge and epistemologies of BPSTs into teacher preparation. To do so, we conducted a secondary analysis of Play-Doh pictures and narrative generated by the BPSTs from a multi-year change laboratory (CL) intervention, which took place in …
Early Childhood Teacher Narratives on Constructivism
This study presents early childhood teachers’ beliefs and practices about constructivist education. The teachers’ beliefs and practices included three components of constructivism: their professional identity, classroom practices, and negotiations with children’s communities. Despite differences in individual teachers’ descriptions of their identities, all the teachers shared the conviction that construction of knowledge requires a safe classroom…
Portrayals of parental involvement: Descriptions of family and school relationships in a low-income African American community
This sociocultural research investigated parent involvement in young children’s schooling in a low-income African American community. The study adopted an emic approach, using semistructured interviews to examine 14 caregivers’ involvement practices from their perspectives. Analyses were based on verbatim transcriptions of the interviews. Qualitative and frequency analyses based on each caregivers’ portrayal revealed these families were intimatel…
Telling in Time
Experience, Imagination, and Action: Versions of Artifact Mediation
Structuring Social Futures: The Possibilities, the Challenges
Transforming Together in Sociocultural Activity
Currently, there is intense interest in the role of play and games in development and education, as well as in work communities ranging from scientific organizations to the toy industry and communi
Life-Span Pretend Play in Two Communities
Two studies sought to determine if pretend play has occurred throughout the lifespans of two communities of young Western adults. First, 10 improvisers were asked to define the words “play” and “pretend,” recount episodes of pretend play in their early childhood, elementary school, adolescence, and adulthood, and relate the benefits of their engagement in pretend play. Second, 49 graduate students answered open-ended and dichotomous-response ques…
Designing for Change
The articles in this issue share an interest in intervention and seek to advance the practice of engaging people in change that is thought to be of social benefit. This line of research, under vary
Moving On, Moving Forward
Development of Intersubjectivity in Social Pretend Play
An analysis of social pretend play as an intersubjective activity suggests three processes involved in the development of shared pretend representations. These are adoption of a shared pretend focus for interaction, metacommunication to define the activity as pretend play, and communication within pretend play. In light of this analysis, the claim made by previous authors that children’s play becomes intersubjective only after 3 years of age is e…
The Problematic Relation between Developmental Research and Educational Practice
Children’s Myths and Their Significance
Understanding Pretend Play
The Role of Pretense and Language in the Development of Self
Children’s Categorization With Varying Adult Support
Two studies investigated children’s involvement in shared thinking with varying adult support and children’s later performance on the categorization task. In the two studies, an adult followed one of several scripts that systematically varied the provision of adult support and the involvement requested of the children, middle-class U.S. 5-year-olds. Children who received minimal support for determining the categorization system categorized fewer …
Children's Categorization with Varying Adult Support
Two studies investigated children’s involvement in shared thinking with varying adult support and children’s later performance on the categorization task. In the two studies, an adult followed one of several scripts that systematically varied the provision of adult support and the involvement requested of the children, middle-class U.S. 5-year-olds. Children who received minimal support for determining the categorization system categorized fewer …
Multiple Perspectives on Parent-Child Play
Guided Participation in Cultural Activity by Toddlers and Caregivers
In this Monograph, we examine how toddlers and their caregivers from four cultural communities collaborate in shared activities. We focus both on similarities across communities in processes of guided participation--structuring children's participation and bridging between their understanding and that of their caregivers--and on differences in how guided participation occurs. We examine the idea that a key cultural difference entails who is respo…
Development of intersubjectivity in the dyadic play of preschoolers
Models and features of pretense
Toddlers' Guided Participation in Cultural Activity
Children's play: A contextual-functional perspective
Children construct and organize their knowledge of the social and physical world in dyadic play in an increasingly reciprocal way
Annotated bibliography
Some of the literature on this topic is reviewed
Children's play: A contextual-functional perspective
Children construct and organize their knowledge of the social and physical world in dyadic play in an increasingly reciprocal way
Annotated bibliography
Some of the literature on this topic is reviewed
Models and features of pretense
Toddlers' Guided Participation in Cultural Activity
Guided Participation in Cultural Activity by Toddlers and Caregivers
In this Monograph, we examine how toddlers and their caregivers from four cultural communities collaborate in shared activities. We focus both on similarities across communities in processes of guided participation--structuring children's participation and bridging between their understanding and that of their caregivers--and on differences in how guided participation occurs. We examine the idea that a key cultural difference entails who is respo…
Development of intersubjectivity in the dyadic play of preschoolers
Multiple Perspectives on Parent-Child Play
The Role of Pretense and Language in the Development of Self
Children’s Categorization With Varying Adult Support
Two studies investigated children’s involvement in shared thinking with varying adult support and children’s later performance on the categorization task. In the two studies, an adult followed one of several scripts that systematically varied the provision of adult support and the involvement requested of the children, middle-class U.S. 5-year-olds. Children who received minimal support for determining the categorization system categorized fewer …
Children's Categorization with Varying Adult Support
Two studies investigated children’s involvement in shared thinking with varying adult support and children’s later performance on the categorization task. In the two studies, an adult followed one of several scripts that systematically varied the provision of adult support and the involvement requested of the children, middle-class U.S. 5-year-olds. Children who received minimal support for determining the categorization system categorized fewer …
Understanding Pretend Play
The Problematic Relation between Developmental Research and Educational Practice
Children’s Myths and Their Significance
Development of Intersubjectivity in Social Pretend Play
An analysis of social pretend play as an intersubjective activity suggests three processes involved in the development of shared pretend representations. These are adoption of a shared pretend focus for interaction, metacommunication to define the activity as pretend play, and communication within pretend play. In light of this analysis, the claim made by previous authors that children’s play becomes intersubjective only after 3 years of age is e…
Moving On, Moving Forward
Experience, Imagination, and Action: Versions of Artifact Mediation
Structuring Social Futures: The Possibilities, the Challenges
Transforming Together in Sociocultural Activity
Currently, there is intense interest in the role of play and games in development and education, as well as in work communities ranging from scientific organizations to the toy industry and communi
Life-Span Pretend Play in Two Communities
Two studies sought to determine if pretend play has occurred throughout the lifespans of two communities of young Western adults. First, 10 improvisers were asked to define the words “play” and “pretend,” recount episodes of pretend play in their early childhood, elementary school, adolescence, and adulthood, and relate the benefits of their engagement in pretend play. Second, 49 graduate students answered open-ended and dichotomous-response ques…
Designing for Change
The articles in this issue share an interest in intervention and seek to advance the practice of engaging people in change that is thought to be of social benefit. This line of research, under vary
Telling in Time
Portrayals of parental involvement: Descriptions of family and school relationships in a low-income African American community
This sociocultural research investigated parent involvement in young children’s schooling in a low-income African American community. The study adopted an emic approach, using semistructured interviews to examine 14 caregivers’ involvement practices from their perspectives. Analyses were based on verbatim transcriptions of the interviews. Qualitative and frequency analyses based on each caregivers’ portrayal revealed these families were intimatel…
Early Childhood Teacher Narratives on Constructivism
This study presents early childhood teachers’ beliefs and practices about constructivist education. The teachers’ beliefs and practices included three components of constructivism: their professional identity, classroom practices, and negotiations with children’s communities. Despite differences in individual teachers’ descriptions of their identities, all the teachers shared the conviction that construction of knowledge requires a safe classroom…
Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab: An Art-Mediated Instrumental Approach
The funds of knowledge of bilingual preservice teachers (BPSTs) are undervalued in the U.S. predominantly White teacher education space. Therefore, this study aimed to investigate and integrate the overlooked knowledge and epistemologies of BPSTs into teacher preparation. To do so, we conducted a secondary analysis of Play-Doh pictures and narrative generated by the BPSTs from a multi-year change laboratory (CL) intervention, which took place in …
Psychology (20 works) · Developmental psychology (14 works) · Early Childhood Education and Development (13 works) · Sociology (13 works) · Computer Science (7 works) · Child Development and Digital Technology (5 works) · Child Therapy and Development (5 works) · Cognitive science (5 works) · Philosophy (5 works) · Political science (5 works)