Perspective of parents and caregivers on the influence of full-time day-care attendance on young children

Many children in the USA spend a significant amount of time in center-based childcare. However, research has yet to explore their information practices in this setting. This study investigates young children’s perceptions of the concept of information and their own information-seeking practices within the context of their day care classroom. The participants included 13 children between three and five years of age. Data was collected using participant observation, semi-structured interviews, child-led photo tours, and photo-elicitation interviews. The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines. The findings have implications for both researchers and practitioners working with young children.

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Sproglige kategoriseringer af småbørn

Forskning i Pædagogers Profession og Uddannelse ◽

10.7146/fppu.v1i1.26555 ◽

2017 ◽

Vol 1 (1) ◽

Author(s):

Lars Holm

Keyword(s):

Young Children ◽

Language Development ◽

Day Care ◽

Focal Point ◽

Political Perspective ◽

Development Processes ◽

Test Materials ◽

Linguistic Categorization ◽

Academic Discourses ◽

The Way

ResuméFormelle institutionelle kategoriseringer af småbørns sproglige udvikling analyseres i denne artikel dels som et udtryk for bestemte teoretiske positioner og faglige traditioner i måden at betragte sprog og sproglig udvikling på, og dels som normative faglige og politiske perspektiver på, hvordan børns sproglige udvikling bør forstås og forløbe. En analyse af de skiftende kategoriseringer udgør derfor et produktivt omdrejningspunkt for at belyse centrale udviklingsprocesser i rammesætningen af det sprogpædagogiske arbejde i dagtilbud. I artiklen identificeres tre forskellige tilgange til sproglig kategorisering af småbørn inden for dagtilbudsområdet. Artiklen trækker bredt på analyser af lovgivning, faglige diskurser, sproglige testmaterialer og på fremtrædende, nyere programmer og koncepter, der sigter mod at udvikle småbørns sprog. AbstractIn this article, formal institutional categorizations of young children’s language development are analyzed in two ways. Partly as an expression of certain theoretical positions and academic traditions in the way language and language development are considered, and partly as a normative academic and political perspective on how children’s language development should be understood and proceed. Therefore an analysis of the changing categorizations of young children’s language development is a productive focal point to highlight key development processes around the framing of the language work in day care. The article identifies three different approaches to linguistic categorization of young children in day care drawing broadly on analyzes of legislation, academic discourses, linguistic test materials and prominent, newer programs and concepts that aim to develop young children’s language.

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