Preschool children’s participation in representational and non-representational activities
Bibliographic Data
| ID | 12725059 |
|---|---|
| Authors | Gregory S Braswell (0000-0002-6641-4746, Illinois State University, corresponding author) |
| Year | 2016 |
| Volume | 15 |
| Issue | 2 |
| Pages | 195-211 |
| Publication date | 2016-01-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x15614043 |
| OpenAlex | W2340841772 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children’s development within daily activities
Activity Theory · Artifact (error · Developmental psychology · Early childhood education · Epistemology · Head start · Linguistics · Mathematics education · Naturalism · Naturalistic observation · Pedagogy · Perspective (graphical · Reading (process · Child and Animal Learning Development · Early Childhood Education and Development · Innovative Education and Learning Practices · Psychology · Social Psychology
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| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |