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ABS200 - An applied sociocultural model to promote children's learning in non-school ways

3.3 Interventionist methodologies: bridging theory and practice
11:00 AM, Thursday 31 Aug 2017 (20 minutes)
In this paper, I describe the development of an applied sociocultural non-school model that has been tested during the past three years and which has the purpose of promoting relevant learning for everyday life of young children. The model is socio-culturally situated for the populations addressed, according to the interests and motivations of children’s age and actual characteristics and needs of development, and in particular, in a non-school style.  It started as a model focusing first on literacy. However, it included math in everyday practices, and eventually, other aspects emerged such as the development of agency in children. The literacy model follows the cultural paradigm of Learning by Observing and Pitching in (Rogoff, 2014; Rogoff, Mejía-Arauz  Correa-Chavez, 2015), the concept of assisted performance (Tharp  Gallimore, 1988) and funds of knowledge (Gonzalez, Moll  Amanti, 2005), as central to the style of interaction involved in promoting children's literacy practices. Results show important changes in children beyond their involvement in reading and writing and included other areas of development such as socio-emotional as well as the development of agency. This interconnection of areas affected is interpreted following Zaretskii´s (2009) idea of multiple vectors involved in the ZPD.
Western Institute of Technology and Higher Education (ITESO) University
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