Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Standard

Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation. / Hedegaard, Mariane .

Children's exploration and cultural formation. ed. / Mariane Hedegaard; Elin Ødegaard. 1. udgave. ed. Cham, Switzerland : Springer, 2020. p. 11-29 (International Research in Early Childhood Education, Vol. 29).

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Harvard

Hedegaard, M 2020, Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation. in M Hedegaard & E Ødegaard (eds), Children's exploration and cultural formation. 1. udgave edn, Springer, Cham, Switzerland, International Research in Early Childhood Education, vol. 29, pp. 11-29. https://doi.org/10.1007/978-3-030-36271-3_2

APA

Hedegaard, M. (2020). Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation. In M. Hedegaard, & E. Ødegaard (Eds.), Children's exploration and cultural formation (1. udgave ed., pp. 11-29). Springer. International Research in Early Childhood Education Vol. 29 https://doi.org/10.1007/978-3-030-36271-3_2

Vancouver

Hedegaard M. Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation. In Hedegaard M, Ødegaard E, editors, Children's exploration and cultural formation. 1. udgave ed. Cham, Switzerland: Springer. 2020. p. 11-29. (International Research in Early Childhood Education, Vol. 29). https://doi.org/10.1007/978-3-030-36271-3_2

Author

Hedegaard, Mariane . / Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation. Children's exploration and cultural formation. editor / Mariane Hedegaard ; Elin Ødegaard. 1. udgave. ed. Cham, Switzerland : Springer, 2020. pp. 11-29 (International Research in Early Childhood Education, Vol. 29).

Bibtex

@inbook{b560243e29604e829d3b0a01c6eac691,
title = "Children{\textquoteright}s Exploration as a Key in Children{\textquoteright}s Play and Learning Activity in Social and Cultural Formation",
abstract = "Children are active and intentional from birth, and from infancy explorative activity is central (Bruner, 1972, Stern, 2000, Vygotsky, Child psychology. The collected works of L. S. Vygotsky, vol 5. Plenum Press, New York, 1998), but children{\textquoteright}s learning and development must be seen in relation to a society{\textquoteright}s cultural and educational practice. Three different educational approaches to early childhood education (Maria Montessori, Bert van Oers, and Roland Tharp) have contributed to turning the focus on learning in early childhood away from receptive learning to exploration as the central activity. Montessori{\textquoteright}s contribution was to let the child become an agent in his or her own learning activity, by providing opportunities and materials for children{\textquoteright}s exploration. Van Oers focuses on creating opportunities for children{\textquoteright}s cooperation through playful activities that model well-known adult activities. Tharp and colleagues put weight on children{\textquoteright}s possibility to model community activities. However, none of these approaches is clear about how the cultural formation aspect within early childhood is different from the cultural formation in the school. The chapter will conclude with an outline of ideas for an educational approach that proscribed instruction and instead support exploration in kindergarten that relate to experiences from everyday local settings. This approach gives a possibility for cultural formation that may be relevant for children{\textquoteright}s transcendence to school.",
keywords = "Faculty of Social Sciences, Exploration, Children{\textquoteright}s social situation, Cultural formation, Play, Motive orientation, Societal demands, Radical-local, Wholeness perspective",
author = "Mariane Hedegaard",
year = "2020",
doi = "10.1007/978-3-030-36271-3_2",
language = "English",
isbn = "978-3-030-36270-6",
series = "International Research in Early Childhood Education",
pages = "11--29",
editor = "Mariane Hedegaard and Elin {\O}degaard",
booktitle = "Children's exploration and cultural formation",
publisher = "Springer",
address = "Switzerland",
edition = "1. udgave",

}

RIS

TY - CHAP

T1 - Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation

AU - Hedegaard, Mariane

PY - 2020

Y1 - 2020

N2 - Children are active and intentional from birth, and from infancy explorative activity is central (Bruner, 1972, Stern, 2000, Vygotsky, Child psychology. The collected works of L. S. Vygotsky, vol 5. Plenum Press, New York, 1998), but children’s learning and development must be seen in relation to a society’s cultural and educational practice. Three different educational approaches to early childhood education (Maria Montessori, Bert van Oers, and Roland Tharp) have contributed to turning the focus on learning in early childhood away from receptive learning to exploration as the central activity. Montessori’s contribution was to let the child become an agent in his or her own learning activity, by providing opportunities and materials for children’s exploration. Van Oers focuses on creating opportunities for children’s cooperation through playful activities that model well-known adult activities. Tharp and colleagues put weight on children’s possibility to model community activities. However, none of these approaches is clear about how the cultural formation aspect within early childhood is different from the cultural formation in the school. The chapter will conclude with an outline of ideas for an educational approach that proscribed instruction and instead support exploration in kindergarten that relate to experiences from everyday local settings. This approach gives a possibility for cultural formation that may be relevant for children’s transcendence to school.

AB - Children are active and intentional from birth, and from infancy explorative activity is central (Bruner, 1972, Stern, 2000, Vygotsky, Child psychology. The collected works of L. S. Vygotsky, vol 5. Plenum Press, New York, 1998), but children’s learning and development must be seen in relation to a society’s cultural and educational practice. Three different educational approaches to early childhood education (Maria Montessori, Bert van Oers, and Roland Tharp) have contributed to turning the focus on learning in early childhood away from receptive learning to exploration as the central activity. Montessori’s contribution was to let the child become an agent in his or her own learning activity, by providing opportunities and materials for children’s exploration. Van Oers focuses on creating opportunities for children’s cooperation through playful activities that model well-known adult activities. Tharp and colleagues put weight on children’s possibility to model community activities. However, none of these approaches is clear about how the cultural formation aspect within early childhood is different from the cultural formation in the school. The chapter will conclude with an outline of ideas for an educational approach that proscribed instruction and instead support exploration in kindergarten that relate to experiences from everyday local settings. This approach gives a possibility for cultural formation that may be relevant for children’s transcendence to school.

KW - Faculty of Social Sciences

KW - Exploration

KW - Children’s social situation

KW - Cultural formation

KW - Play

KW - Motive orientation

KW - Societal demands

KW - Radical-local

KW - Wholeness perspective

U2 - 10.1007/978-3-030-36271-3_2

DO - 10.1007/978-3-030-36271-3_2

M3 - Book chapter

SN - 978-3-030-36270-6

T3 - International Research in Early Childhood Education

SP - 11

EP - 29

BT - Children's exploration and cultural formation

A2 - Hedegaard, Mariane

A2 - Ødegaard, Elin

PB - Springer

CY - Cham, Switzerland

ER -

ID: 246786687