Positioning the notion of group in children’s learning

An Australian study

Bibliographic Data

ID21522522
AuthorsKaren Guo (0000-0002-7362-5197, Deakin University, corresponding author), Andrea Nolan (0000-0003-3519-6317, Deakin University), Carole Lanting (Deakin University)
Year2025
Volume52
Issue1
Pages471-490
Publication date2025-03-01
Open AccessYes
TypeARTICLE
VenueThe Australian Educational Researcher (JOURNAL)
Journal identifiersISSN: 0311-6999 • E-ISSN: 2210-5328
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s13384-024-00726-z
OpenAlexW4399889113
LanguageEN
References cited32

Current research and literature emphasize the crucial role of group experiences in children’s learning during early childhood. However, despite the frequent use of the term ‘group’, little attention has been paid to its position in children’s learning and the diverse perspectives that inform it. This study addressed this gap by applying a tri-partite lens, considering the perspectives of young children, parents and teachers in three preschools in Australia. We defined group broadly as any social context within preschool environments. Data were collected through focus group discussions with 24 children, individual interviews with six teachers and questionnaires completed by 48 parents in the preschools. The findings have conceptualised group as a complex interweaving of various elements, involving the dynamic tensions and relationships between children’s needs and adults’ expectations and practices. Central to this is the exploration of self and others, and an understanding of how children's desires for togetherness and belonging could stimulate thinking about what it means to be learning in groups

Developmental psychology · Focus group · Geography · Pedagogy · Sociology · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education · Psychology

Tools

Open DOIOpen Access