ABSTRACT

This paper reports a finding that emerged from a wider study into children’s engagement with literacy provision in child-initiated play. In this observation-based study 25 of the 42 children involved were observed engaging a particular form of participation, a learning modality that aligns with Rogoff’s et al.’s (2003) description of first-hand learning through Intent Participation. Based on these findings, the paper argues that, alongside other more established early years pedagogical practices, an understanding of this learning modality may need to be part of early years practitioners’ pedagogical repertoire. Recognition of this learning modality is, it is argued, particularly significant in two related contemporary contexts. Firstly, the ameliorating effect of early childhood education for children growing up in poverty, and, secondly, the strong drive to encourage language-based pedagogy to develop children’s spoken language and mediate their early learning.

摘要

本文报告了一项发现，该发现来自一项更广泛的研究，该研究涉及儿童在儿童发起的游戏中参与扫盲提供。在这项基于观察的研究中，所涉及的 42 名儿童中有 25 名被观察到参与了一种特定形式的参与，这种学习方式与 Rogoff 等人 (2003) 对通过意向参与进行的第一手学习的描述相一致。基于这些发现，该论文认为，除了其他更成熟的早年教学实践之外，对这种学习方式的理解可能需要成为早年从业者的教学曲目的一部分。有人认为，对这种学习方式的认识在两个相关的当代语境中尤其重要。首先，早期教育对贫困儿童的改善作用，其次，