ABSTRACT

Many scholars are influenced by the theoretical contributions of Lev Vygotsky. Significant post-Vygotskian scholarly writing highlights sociocultural perspectives of understanding everyday, informal learning as an important phenomenon. Ideas of participatory learning, and knowledge building through participation and inquiry, are included in the work of Barbara Rogoff, Gordon Wells and Judith Lindfors. Synthesizing their work contributes to potential shifts in understanding the ways children learn that, in turn, might influence early childhood education policies, practices and outcomes. This paper, therefore, proposes contemporary principles reflecting current ways to understand and value young children’s learning, illustrated through the concept of ‘working theories’. A recent construct in scholarship on children’s learning, working theories recognize the fluid and changing trajectories of learning that children engage in to understand, and participate more effectively in, their lives. In this way, shifts from traditional views of young children’s learning to contemporary and nuanced understandings become possible.

摘要

许多学者受到列夫维果茨基理论贡献的影响。重要的后维果茨基学术著作突出了将日常非正式学习理解为重要现象的社会文化观点。Barbara Rogoff、Gordon Wells 和 Judith Lindfors 的工作中包含了参与式学习以及通过参与和探究来构建知识的想法。综合他们的工作有助于理解儿童学习方式的潜在转变，进而可能影响幼儿教育政策、实践和成果。因此，本文提出了反映当前理解和重视幼儿学习的方式的当代原则，并通过“工作理论”的概念加以说明。最近关于儿童学习奖学金的构建，工作理论认识到儿童为了理解和更有效地参与他们的生活而参与的流动和不断变化的学习轨迹。通过这种方式，从传统的幼儿学习观点转变为当代的、细致入微的理解成为可能。