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SYMP 110 - A child’s shared cultural knowledge: positioning practices of educator, family and community

1.2 Children’s development and childhood
Symposium (Symp)
3:50 PM, Thursday 31 Aug 2017 (1 hour 30 minutes)
This study forms part of a larger project ‘Studying babies and toddlers: Cultural worlds and transitory relationships undertaken with ethical approval in Australian long day care settings'.
When considering the child and environment relations in their development, Vygotsky (1998) has criticized the traditional psychology that ignores the child’s social and cultural environment in their development. He has argued that it is important to investigate how children learn and develop their knowledge focusing on their surrounding reality and the dynamic changes in their lives. We aim to understand how toddlers build cultural knowledge in everyday life through educators and families’ awareness of their social situation of development. The visual narrative methodology that combines research transcripts with image data is used. The research team engages in reflective interviews prompted by visual and textual data. Three researchers provide different but complementary perspectives from one case example of a long day care educator who enters a shared play scenario with a small group of toddlers. We each examine the same data set by using Fleer’s (2015) concept of pedagogical positioning, Bozhovich’s (1981) concept of motivational sphere and Vygotsky’s (1994) concept of the environment respectively. How the educator mediates the toddlers’ play scenario by taking their perspective to build collective knowledge is discussed throughout the symposium. We argue that toddlers co-construct cultural knowledge through expressive play activities with peers, family and educators. This implies that when the educator's awareness of toddlers’ cultural interests, home and community life is holistic, new knowledge develops.
Monash University
Monash University
Other Participant
Monash University
Monash University
Monash University

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