玩故事:在户外叙事游戏中与幼儿的隐形/可见作曲合作学习
Kimberly Lenters1, Ronna Mosher1, Jennifer MacDonald2
1Werklund School of Education, University of Calgary, Canada.
概括
小孩子 幼儿 幼儿
科学领域:
- 幼儿教育 儿童早期教育
- 后人文主义是一种后人文主义.
- 识字研究 识字研究
背景情况:
- 幼儿的叙事游戏是通过一个后人镜头来检查的.
- 协作被重新定义为产生性,从"无节制的边缘"和"污染"中受益.
- 扩展了现有的后人概念,如根茎.
研究的目的:
- 在户外协作叙事游戏中探索识字学习机会,为幼儿提供.
- 引入"细胞网络"构造用于后人类识字研究.
- 了解教育工作者如何培养儿童协作作曲的未被注意到的方面.
主要方法:
- 定性研究分析儿童在户外节目中的合作讲故事.
- 利用了安娜· (Anna Tsing) 的概念 (不规则的边缘,污染) 并引入了"隐形/可见".
- 检查了从儿童游戏中出现的"麻烦故事"的两个短片.
主要成果:
- 儿童的叙事游戏被视为后人类,协作作曲组合.
- 辅导员通过调整孩子的动作经历了"觉醒",改变了他们对游戏的理解.
- 在养和野生空间的界面上的"隐形/可见"时刻被认为是识字学习的关键.
结论:
- 相信"地下"的,在/可见的游戏空间是培养儿童的协作作文和识字发展的必要条件.
- 教师可以通过关注人类和超人类关系的活力来规划和实施识字学习.
- "细胞网络"概念为了解早期儿童环境中的后人类识字提供了一个新的框架.
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