Monet, Malaguzzi, and the Constructive Conversations of Preschoolers in a Reggio-Inspired Classroom |
| |
| Authors: | Bo Sun Kim and Linda Farr Darling |
| |
| Institution: | (1) Department of Curriculum and Pedagogy, The University of British Columbia, Scarfe Building, 2125 Main Mall, Vancouver, BC, V6T 1Z4, Canada;(2) Department of Curriculum and Pedagogy, Faculty of Education, The University of British Columbia, Room SC 2325, Vancouver, BC, Canada |
| |
| Abstract: | This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. |
| |
| Keywords: | Reggio Emilia approach Conversations Social constructivism Socialization Discussion Learning group |
| 本文献已被 SpringerLink 等数据库收录！ |
|
