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| Titel: |
Time well spent or du temps perdu? |
| Auteur: |
Thompson, Linda |
| Verschenen in: |
European early childhood education research journal |
| Paginering: | Jaargang 1 (1993) nr. 2 pagina's 39-50 |
| Jaar: |
1993 |
| Inhoud: |
Previous research has concentrated on the cognitive complexity of learning activities as an explanatory factor, for the time that young children spend on classroom activities (time on task). This paper is based on a larger scale ethnographic study of twelve bilingual (Punjabi-English) children, during their first term in the nursery school, when they are undergoing the experience of enculturation into the process of schooling. The experience of one child from the study will be presented as a case to illustrate the main findings. Data were collected from two sources. Discourse data were gathered using audiotape recordings of the children's language. These were complemented by thick (Geertz, 1975) contextual data of the children's behaviour. Analysis identifies a number of factors which prevail when children spend a sustained period of time on selected activities. It will be argued that in addition to the cognitive complexity of individual tasks, there are a number of other factors which could explain the time the children spend on tasks. Specifically, the social dimensions of classroom interactions are presented as plausible explanatory factors in accounting for why children spend sustained periods of time engaged in selecting learning activities. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 8 van 8 gevonden artikelen
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