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RESEARCH QUESTION In what ways and in what activities or situations does children’s intent participation manifest itself

Observation and imitation - or intent participation among preschool children? Maritta Hännikäinen University of Jyväskylä, Finland Free University Berlin, Germany EECERA / Prague, August 2007. RESEARCH QUESTION

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RESEARCH QUESTION In what ways and in what activities or situations does children’s intent participation manifest itself

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  1. Observation and imitation - or intent participation among preschool children?Maritta HännikäinenUniversity of Jyväskylä, FinlandFree University Berlin, GermanyEECERA /Prague, August 2007

  2. RESEARCH QUESTION In what ways and in what activities or situations does children’s intent participation manifest itself in a preschool group?

  3. SUBJECTS - a preschool group - 29 (five- to) six-year-old children • 4 teachers -> a subgroup called “The Whales”

  4. METHODS AND DATA • qualitative case study research - “small ethnography”:variety of ethnographic data-collection methods (observation; interviews with children and teachers; informal discussions with children and teachers; children’s drawings and portfolios, children’s narratives) - primary method: reactive observations both with and without video recording - data collection: 4 months, a preschool day twice a week

  5. - main data: 56 hours of observational material (analyzed in detail) 24 hours free activities of children 32 hours activities directed by the teacher(s) - unit of analysis: a meaningful episode - analysis: abductive qualitative analyses (e.g. thick description; categories derived partly from earlier literature, partly from the empirical data -> generating themes, typologies and profiles; illustrative examples)

  6. MAIN CONCEPTS Observation - learning by observing - observation as a form of participation - keen observation - observation without receiving verbal explanation or without asking questions

  7. Imitation - not only echoing - not only spontaneous or direct mirroring of affect - copying the model’s behaviour - matching the other person’s actions - natural part of childhood - connection between the actions of other and the actions of self - interpersonal - desire to do what other people do - important for the cultural transmission - creating meaning for oneself - developing one’s own self - core of the zone of proximal development

  8. “Children can imitate a variety of actions that go well beyond the limits of their own capacities. Using imitation, children are capable of doing much more in collaborative activity or under the guidance of adults. This fact, which seems to be of little significance in itself, is of fundamental importance in that it demands a radical alteration of the entire doctrine concerning the relation between learning and development in children” (Vygotsky 1978, 88).

  9. Participation - development: transformation of participation in cultural activities - participation: a creative process - legitimate peripheral participation (Lave & Wenger 1991) (Rogoff 1998, 2003)

  10. Intent participation - learning by keenly observing - by watching and ”listening-in” - c.f. “eavesdropping” and “overhearing” - might include conversation and pointers from partners -> words as an important aspect of communication (Rogoff 2003; Rogoff et al. 2003)

  11. FINDINGS Observation (without engaging in the activity) - entering the preschool in the morning Matias, Toni and Jaakko play football with a soft ball. Emmi and Pauliina are drawing. Joel comes, takes the Lego box, but begins to watch the boys playing football. Sofia and Lea come and walk together in the room, look at the other children’s activities, then leave the room. Aapo comes and watches the boys playing football.

  12. - activities observed: activities in general (c.f. morning); play, playful activities and games; physical exercise and sports; computer activities; book reading; arts and handicrafts; and resolving of conflicts - boys observed more boys than girls observed girls - in total, girls observed other children slightly more than did the boys

  13. - commenting, discussing the activities observed; praising expertise of the observed children: Nina is drawing and Anna-Kaisa is watching. Anna-Kaisa: ”You are really good in drawing.” Niina: “Oh, well…”

  14. - not wanting to be observed: Marika and Kalle are playing a game. Ossi comes to them to watch them playing. Marika (pushing Ossi further): “Ossi, go away.” Marika to teacher: “Teacher, Ossi disturbs us.” Ossi goes away, Marika and Kalle continue their game.

  15. - commenting, discussing the activities observed: praising expertise of the observed children: Nina is drawing and Anna-Kaisa is watching. Anna-Kaisa: ”You are really good in drawing.” Niina: “Oh, well…”

  16. Observation and engagement in an activity - selecting an activity to be engaged in: Toni, Kalle ja Matias begin to run wild, horseplay and throw paper shreds all around the room. Aapo watches the boys for a while and then joins the game. Matti, Marko and Jarmo come to watch but do not join the game. - gaining access in a particular activity

  17. Observing, engaging in the activity, and role of the teacher - in a community of learners, all members are learners A free play session is in progress. The children are playing different games in pairs or small groups. Also the teacher is in the room, observing the children but doing her own chores. Otto sits alone close to the other children and watches them, takes then some marbles in his hands and plays with the marbles. Teacher asks: “Otto, would you like to take part in a joint game?” Otto shakes his head and continues to play with his marbles.

  18. Observation and imitation - observation resulting in imitation: Emilia moves her hands on the table forming different figures. She stops, but Jaakko who has watched Emilia’s hand movements, begins to do the same with his hands. Kalle now watches Jaakko, and starts to move his hands imitating Jaakko’s movements.

  19. - not wanting to be imitated: The children are engaged in table work, drawing geometric forms. Joel watches Jonna. Jonna to Joel: ”Don’t copy from an exercise book of another person!” Joel: ”I do not, I only look how fine it is.”

  20. - discussing the theme of imitation: Jonna, Lea, Marika and Kaisa are drawing butterflies. Jonna: “I am not copying you in decorating my butterfly.” Lea and Marika look at Jonna’s picture. Marika: ”It is true, you are not.” Lea: “But in one thing you are copying Kaisa.” Kaisa and Marika look at Jonna’s picture again. Lea: “You’ve drawn two wings [like Kaisa].” Jonna: “Oh, well, a butterfly usually has two [wings].”

  21. Observation, imitation and role of the teacher Children are drawing ”Life of hamsters” during a teacher-led learning session. Lea, Jonna and Ossi sit at the same table. Ossi to the teacher: ”Lea is copying.” Teacher: ”Not necessarily.” Ossi turns his head aside and says: ”But she watches in this way.” Teacher: “Ossi, Lea can draw very well also on her own.” -- The children are painting pictures based on a story read by the teacher. Emilia watches Marika’s drawing. Teacher: ”Emilia, you should draw on your own.”

  22. Observing a model Kalle, Jaakko and Joel are modelling with clay (plasticine). Kalle shows the other two how to model different objects. The boys watch and try to do the same. - expertise varying according to the activity, context or situation

  23. Observing a model and role of the teacher - teacher encouraging children to be models to each other Children are folding up peaces of cardboard to make greeting cards to Father’s day. Folding up is difficult and the teacher is walking around and advising each child individually. Teacher to Joel: ”Joel, would you show to Jaakko how to fold up?” Joel folds up his own card again looking at Jaakko: ”In this way.”

  24. Circle time is coming to an end and the children are going to an outdoor break. The outside temperature is -20 Celsius. The teacher asks Elli to show, how and in what order to get dressed in order not to get cold. Elli sits in front of the circle and puts on her winter cloths properly while the other 28 children observe. The teacher thanks Elly for modelling and praises her for work well done.

  25. Failing in intent participation? - intent participation in board-game sessions: Jonna has won the game, and she spins with a bored expression around on her chair. Jaakko to Jonna: “But you must wait for us.” Jonna looking at the roof: ”I am tired to wait.” (…) Jonna lies on the table and moves indifferently the cover of the game box from place to place. (…) She stands up and begins to hang around the room. (…) Jonna: ”Please, try to bring the game into an end.”

  26. CLOSING WORDS Intent participation and learning (Rogoff et al. 2003) and “the Whales” Roles: Experienced partners demonstrating and guiding less experienced partners during joint efforts; Flexible, complementary roles Participation: Collaborative and horizontal with shifting responsibilities

  27. Motivation: Related to self improvement Learning: Through observation while participating in shared endeavours; Each participant learning Assessment: As a means to shape and direct the learning process

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