Power and Participation: Social Representations among Children in Pre-school
Tóm tắt
Children’s play is usually connected with qualities such as happiness and innocence, and regarded as important and necessary for learning and development. However, play is not always a state of joy. Experiences of being socially excluded or ignored and of taking part in such activities are occurring. The article draws on a re-analysis of empirical data from a study of pre-school children’s play. The focus in the article is directed towards how pre-school children within the context of play communicate and act in relation to social participation and power. The theoretical framework is built upon a socio-cultural research tradition, particularly emphasising context and communication. Interpretive reproduction, secondary adjustment, and social representations are used as additional theoretical concepts in the analyses and discussions of the results. Empirical data show that children’s social representations of power and participation in play include rationales for who can join the play and who can not, and also how to allow exceptions from the main rule that ‘anyone can join’.
Tài liệu tham khảo
M.M. Bakhtin (1986) The problem of speech genres C. Emerson M. Holquist (Eds) Speech genres and other late essays University of Texas Press Austin 60–102
W. Corsaro (1985) Friendship and peer culture in the early years Ablex Publishing Corporation New Jersey
W. Corsaro (2003) We’re friends, right? Inside kids’ culture Joseph Henry Press Washington D.C.
W. Corsaro (2005) The sociology of childhood EditionNumber2 Pine Forge Press Thousand Oaks
G. Duveen B. Lloyd (1990) Social representations and the development of knowledge Cambridge Univ. Press Cambridge
A. Göncu (1998) Intersubjectivity in social pretend play M. Woodhead D. Faulkner K. Littleton (Eds) Cultural worlds of early childhood Routledge in association with The Open University London and New York 117–132
S. Hägglund (2000) Social responsibility in the classroom: The presence of social representations in communication and interaction M. Chaib B. Orfali (Eds) Social representations and communicative processes Jönköping University Press Jönköping 124–138
Hägglund, S., & Öhrn, E. (1992). Kön, utbildningsmiljöer och prosocial utveckling [Gender, school settings and pro-social development]. Rapport nr 1992:02. Göteborgs universitet: Institutionen för pedagogik.
D. Jodelet (1991) Madness and social representations Harvester Wheatsheaf London, New York
Lindqvist, G. (1995). The aesthetics of play. A didactic study of play and culture in preschools., Uppsala: Acta Universitatis Upsalensis.Uppsala Studies in Education 62.
Löfdahl, A. (2002). Förskolebarns lek – en arena för kulturellt och socialt meningsskapande. (Pre-school children’s play - arenas for cultural and social meaning-making). Karlstad: Karlstad University Studies 2002:28.
A. Löfdahl (2005) ArticleTitle‘The funeral’ – a study of children’s shared meaning-making and its developmental significance Early Years 25 IssueID1 5–16 Occurrence Handle10.1080/09575140500042775
A. Löfdahl (2006) ArticleTitleGrounds for values and attitudes – Children’s play and peer-culture in pre-school Journal of Early Childhood Research 4 IssueID1 77–88 Occurrence Handle10.1177/1476718X06059791
B. Mayall (2002) Towards a sociology for childhood Open University Press Buckingham
InstitutionalAuthorNameMinistry of education and science in Sweden (1998) Curriculum for the pre-school. Lpfö 98 Fritzes Stockholm
Moscovici, S. (1984). The phenomenon of social representations. In R.M. Farr & S. Moscovici (Eds.), Social representations pp. 3–69. Cambridge: Cambridge University Press. pp.3–69.
S. Moscovici (2000) Social representations. Explorations in social psychology Polity Press Cambridge
P. Moss P. Petrie (2002) From children’s services to children’s spaces RoutledgeFalmer New York
Nilsen, R.D. (2000). Livet i barnehagen. En etnografisk studie av socialiseringsprosessen (Life in pre-school – an ethnographic study of the socialisation process). Trondheim: Norges Teknisk-naturvitenskaplige universitet.
R.K. Sawyer (1997) Pretend play as improvisation, Conversations in the preschool classroom Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey
Thorell M. (1998). Politics and alignments in children’s play dialogue. Play arenas and participation. Linköping Studies in Art and Science: Linköpings universitet.
Vetenskapsrådet (2002) Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning [Swedish Research Council Ethical principals within the Human and Social sciences] Vetenskapsrådet Stockholm
L. Vygotsky (1978) Mind in society: The development of higher psychological processes Harvard University Press Cambridge Massachusetts
L. Vygotsky (1986) Thought and language The MIT Press London
W. Wagner (1998) ArticleTitleSocial Representations and Beyond: Brute Facts, Symbolic Coping and Domesticated Worlds Culture & Psychology 4 IssueID3 297–329