Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. / Hedegaard, Mariane .
International Handbook of Early Childhood Education. ed. / Marilyn Fleer; Bert van Oers. Springer, 2017. p. 1525-1540 (Springer International Handbooks of Education).Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting
AU - Hedegaard, Mariane
PY - 2017/8
Y1 - 2017/8
N2 - The aim in this chapter is to propose a way to conceptualize children’s learning through their participation in activity settings in everyday practices at home. I argue that children learn practice traditions and values through the demands that children experience both indirectly through the setting and directly from parents and siblings. Children’s also put demands on the setting and its participants and how these are met leads to children’s development of new forms of social interaction, new motive orientation, and competences. The argument builds on a research project following children through participant observations in their everyday activities in two families (Hedegaard & Fleer. 2013. Play, learning and children’s development. Everyday life in families and transition to school. New York: Cambridge University Press). The family members in the two families got an instant camera and were asked to take photos of what were important for them. In this chapter, the focus is on how demands and motives influence both parents and children at the dinner setting.
AB - The aim in this chapter is to propose a way to conceptualize children’s learning through their participation in activity settings in everyday practices at home. I argue that children learn practice traditions and values through the demands that children experience both indirectly through the setting and directly from parents and siblings. Children’s also put demands on the setting and its participants and how these are met leads to children’s development of new forms of social interaction, new motive orientation, and competences. The argument builds on a research project following children through participant observations in their everyday activities in two families (Hedegaard & Fleer. 2013. Play, learning and children’s development. Everyday life in families and transition to school. New York: Cambridge University Press). The family members in the two families got an instant camera and were asked to take photos of what were important for them. In this chapter, the focus is on how demands and motives influence both parents and children at the dinner setting.
KW - Faculty of Social Sciences
KW - Activity setting
KW - Demands
KW - Motive orientation
KW - Social situation
KW - Cultural learning
KW - Position
U2 - 10.1007/978-94-024-0927-7
DO - 10.1007/978-94-024-0927-7
M3 - Book chapter
SN - 978-94-024-0925-3
T3 - Springer International Handbooks of Education
SP - 1525
EP - 1540
BT - International Handbook of Early Childhood Education
A2 - Fleer, Marilyn
A2 - van Oers, Bert
PB - Springer
ER -
ID: 183830431