hidden spaces and places in the preschool
Скрытые пространства и места в дошкольном учреждении
2009-01-20
SCID: 54.1/sfwdfsun
Discuss with AI
children's peer culturesethnographic observationshidden spacespreschool contextwithdrawal strategies
Figures from the paper
Abstract (AI)
The article discusses how children make use of their preschool context in order to withdraw. Ethnographic observations were made of two-to five-year-old children's interactions during free play and teacher-led activities in the preschool, and documentation was carried out through field notes and video recordings. The empirical material was analysed using Corsaro's theory on children's peer cultures. Results show that children, in their peer cultures, construct withdrawal strategies — `making oneself inaccessible' and `creating and protecting shared hidden spaces' — by making use of the preschool's organization of time and space.
Key Findings
1
Children aged two to five use the preschool environment to withdraw during free play and teacher-led activities.
2
Children strategically appropriate the preschool’s organization of time and space to construct withdrawal opportunities.
3
Peer cultures develop two withdrawal strategies: making oneself inaccessible and creating and protecting shared hidden spaces.
4
The findings are based on ethnographic observations documented through field notes and video recordings and analyzed using Corsaro’s theory of children’s peer cultures.
Research Object
two- to five-year-old children's withdrawal practices in preschool contexts
Research Subject
peer-culture strategies for withdrawing by making oneself inaccessible and creating and protecting shared hidden spaces through the preschool's organization of time and space
Publication Details
Publication Date
2009-01-20
Journal
Publisher
ISSN
Access Type
Author Information
Download PDF
Subscribe to digest