Children's Citizenship and the Structuring of Adult-child Relations in the Primary School

Childhood ◽  
2002 ◽  
Vol 9 (3) ◽  
pp. 303-320 ◽  
Author(s):  
DYMPNA DEVINE
Keyword(s):  
Primary School ◽  
Adult Child

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

scholarly journals The influence of Standard German on the vowels and diphthongs of West Central Bavarian

2021 ◽  
pp. 1-33
Author(s):  
Katrin Wolfswinkler ◽  
Jonathan Harrington
Keyword(s):  
Primary School ◽  
Acoustic Analysis ◽  
Adult Child ◽  
Phonetic Variation ◽  
Longitudinal Changes ◽  
West Central ◽  
Sound Changes ◽  
Opening And Closing

The spoken accent of children is strongly influenced by those of their peers but how rapidly do they adapt to sound changes in progress? We addressed this issue in an acoustic analysis of child and adult vowels of West Central Bavarian (WCB) that may be subject to an increasing influence by the Standard German (SG) variety. The study was a combination of longitudinal and apparent-time analyses: re-recordings from 20 WCB children in their first, second and third years of primary school at two schools in rural Bavaria were compared with those of 21 WCB adult speakers from the same area. The question was whether the children’s pronunciation diverged from the adults’ pronunciation and increasingly so in their second and third years. Participants produced stressed vowels in isolated mostly trochaic words in which WCB vs. SG differences were expected. Both adult/child and longitudinal changes in the direction of the standard were found in the children’s tendency towards a merger of two open vowels and a collapse of a long/short consonant contrast, neither of which exists in SG. There was some evidence that, unlike the adults, the children were beginning to develop tensity (= tenseness) and rounding contrasts, which occur in SG but not WCB. There were no observed changes to the pattern of opening and closing diphthongs, which differ markedly between the two varieties. The general conclusion is that WCB change is most likely to occur as a consequence of exaggerating phonetic variation that already happens to be in the direction of the standard.

scholarly journals Environmental counter-narratives of Mapuche and Māori primary school children

2021 ◽  
Author(s):  
◽  
Katia Guiloff Titiun
Keyword(s):  
Primary School ◽  
School Children ◽  
Formal Education ◽  
Adult Child ◽  
Ways Of Knowing ◽  
Primary School Children ◽  
Current Crisis ◽  
Human Environment ◽  
Counter Narratives ◽  
Environmental Narratives

<p>Scholars working from decolonial perspectives examine how processes of colonisation have marginalised local and contextualised knowledges in favour of dominant, usually Western, monological claims to ‘Truth'. These monological truths are characterised by binaries of separation such as nature/culture, adult/child and human/environment which subjugate non-binary ways of knowing. Around the world, children’s, and particularly indigenous children’s, environmental knowledges are rendered incomplete and non-scientific within processes of State-sanctioned monocultural formal education. Decolonial scholars argue that this subjugation lies at the heart of humans’ destructive ecological practices and the current crisis of sustainability.  In this thesis I explore the environmental narratives of two groups of indigenous primary school children in Chile and Aotearoa New Zealand in an effort to contribute to decolonial research and explore counter-narratives. I use a Critical Pedagogies of Place analytical lens to understand how concepts of cultural decolonisation and ecological reinhabitation were represented within the children’s audio-visual environmental narratives and consider how these counter-narratives may help us to practice more creative and inclusive 'border thinking' to address environmental problems.</p>

scholarly journals OM AT VENTE OG IKKE VIDE: Tid og disciplin i en engelsk primary school

1998 ◽  
Author(s):  
Anne Lærke
Keyword(s):  
Young Children ◽  
Primary School ◽  
Adult Child ◽  
Broad Sense ◽  
Disruptive Behaviour ◽  
Use Of Time ◽  
The Village ◽  
English Village

Anna Lærke: Waiting Patiently: Time and Discipline in an English Primary School In 1994-96, the author conducted fieldwork among young children in an English village. The article focuses on local notions and practices of discipline in the village primary school, specifically on the use of time as a disciplinary technique. The term “discipline” is used, in a broad sense, to denote practices. strategies, and ideas involved in children’s and adults’ demarcations of one another’s identities. Thus, it is argued, adult and child notions of age as a naturalized measure of children’s (but not adults’) identity, and adult time-controlling practices such as timescheduling and pausing, play into, and in tum construct, notions of “the Child” as more “biologically determined” and less socially skilied than “the Adult”. With reference to examples from the field, the author asks to what extent one can theorize child practices such as “disruptive behaviour” and “slowness” as expressions of pupil resistance to teacher domination in the school. It is tentatively suggested that adult-child relations be viewed not as simple dominationsubordination relations, but rather as complex and continuous negotiations of relative values.

scholarly journals Environmental counter-narratives of Mapuche and Māori primary school children

2021 ◽  
Author(s):  
◽  
Katia Guiloff Titiun
Keyword(s):  
Primary School ◽  
School Children ◽  
Formal Education ◽  
Adult Child ◽  
Ways Of Knowing ◽  
Primary School Children ◽  
Current Crisis ◽  
Human Environment ◽  
Counter Narratives ◽  
Environmental Narratives

<p>Scholars working from decolonial perspectives examine how processes of colonisation have marginalised local and contextualised knowledges in favour of dominant, usually Western, monological claims to ‘Truth'. These monological truths are characterised by binaries of separation such as nature/culture, adult/child and human/environment which subjugate non-binary ways of knowing. Around the world, children’s, and particularly indigenous children’s, environmental knowledges are rendered incomplete and non-scientific within processes of State-sanctioned monocultural formal education. Decolonial scholars argue that this subjugation lies at the heart of humans’ destructive ecological practices and the current crisis of sustainability.  In this thesis I explore the environmental narratives of two groups of indigenous primary school children in Chile and Aotearoa New Zealand in an effort to contribute to decolonial research and explore counter-narratives. I use a Critical Pedagogies of Place analytical lens to understand how concepts of cultural decolonisation and ecological reinhabitation were represented within the children’s audio-visual environmental narratives and consider how these counter-narratives may help us to practice more creative and inclusive 'border thinking' to address environmental problems.</p>

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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