Difference between revisions of "Schanke2019"
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|Author(s)=Tuva Schanke | |Author(s)=Tuva Schanke | ||
|Title=Children’s participation in a school-preparation letter activity | |Title=Children’s participation in a school-preparation letter activity | ||
| − | |Tag(s)=EMCA; Competition | + | |Tag(s)=EMCA; Competition; Ethnomethology; Children; Norwegian; Play; Stance; Participation |
| − | |Key= | + | |Key=Schanke2019 |
| − | |Year= | + | |Year=2019 |
|Language=English | |Language=English | ||
|Journal=Childhood | |Journal=Childhood | ||
| + | |Volume=26 | ||
| + | |Number=1 | ||
| + | |Pages=113–131 | ||
|URL=https://journals.sagepub.com/doi/abs/10.1177/0907568218810092 | |URL=https://journals.sagepub.com/doi/abs/10.1177/0907568218810092 | ||
|DOI=https://doi.org/10.1177/0907568218810092 | |DOI=https://doi.org/10.1177/0907568218810092 | ||
|Abstract=School-preparation activities are central for Norwegian children in their final year in pre-schools, but school-preparation activity is an understudied practice. This article gains insight in children’s participation in school-preparation activities using video data collected in a pre-school over a 7-month period. Various forms of preparation activities took place on a weekly basis, such as trips, projects and drawing. Children’s verbal and embodied actions in a letter-based activity was studied over time, and the children oriented to each other as competitors, supported each other and constructed playful action. The pre-school teachers facilitated and allowed for the children to form the activity. | |Abstract=School-preparation activities are central for Norwegian children in their final year in pre-schools, but school-preparation activity is an understudied practice. This article gains insight in children’s participation in school-preparation activities using video data collected in a pre-school over a 7-month period. Various forms of preparation activities took place on a weekly basis, such as trips, projects and drawing. Children’s verbal and embodied actions in a letter-based activity was studied over time, and the children oriented to each other as competitors, supported each other and constructed playful action. The pre-school teachers facilitated and allowed for the children to form the activity. | ||
}} | }} | ||
Latest revision as of 02:38, 17 October 2019
| Schanke2019 | |
|---|---|
| BibType | ARTICLE |
| Key | Schanke2019 |
| Author(s) | Tuva Schanke |
| Title | Children’s participation in a school-preparation letter activity |
| Editor(s) | |
| Tag(s) | EMCA, Competition, Ethnomethology, Children, Norwegian, Play, Stance, Participation |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | Childhood |
| Volume | 26 |
| Number | 1 |
| Pages | 113–131 |
| URL | Link |
| DOI | https://doi.org/10.1177/0907568218810092 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
School-preparation activities are central for Norwegian children in their final year in pre-schools, but school-preparation activity is an understudied practice. This article gains insight in children’s participation in school-preparation activities using video data collected in a pre-school over a 7-month period. Various forms of preparation activities took place on a weekly basis, such as trips, projects and drawing. Children’s verbal and embodied actions in a letter-based activity was studied over time, and the children oriented to each other as competitors, supported each other and constructed playful action. The pre-school teachers facilitated and allowed for the children to form the activity.
Notes
