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Child-led parenting style; positioning and influences in play

1.2 Children’s development and childhood
Paper in a Symposium (Symp)
4:30 PM, Thursday 31 Aug 2017 (40 minutes)
This presentation focuses on investigating what makes up family cultural knowledge and how this informs the child’s social situation of development and play. We made video observation of Luci’s everyday life and took a close look at how these informed her play in long day care. This presentation draws on the work of Bozhovich (1981) who extended Vygotsky’s theorization of personality formation in early childhood. Bozhovich’s concept of motivational sphere includes families and societies’ aspirations for children’s upbringing and child’s interests, performances and motives. Reflective interviews with her family indicated a greater understanding of family cultural knowledge. The case example discussed in this presentation is a family interview which revealed the parents' aspirations for Luci’s upbringing. Luci’s parents expressed what child-led parenting style means for their family and the affective motivations they aspire for Luci’s knowledge of the world. The family's knowledge included Luci’s love for music shown in her interest in the musical instruments. The family and community's knowledge were presented in the way Luci took the role of being the ‘noisy neighbor’. The collective knowledge of the family in the long day care is strongly evident. We discuss what child-led parenting practices mean for family knowledge and how it related to families affective interests and forms part of Luci’s motivational sphere. It is similar to how the educator in the centre related to children by following children’s lead. This reveals a consistency in family and long day care practices by following the child’s lead. This shows the importance of further understanding what makes up family and community cultural knowledge and what it means for children’s positioning in play.
Monash University
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