Children's Exploration and Cultural Formation.

Children's Exploration and Cultural Formation -- Acknowledgement -- Contents -- Chapter 1: Introduction to Children's Exploration and Cultural Formation -- 1.1 A Cultural Historical Approach to Children's Exploration and Cultural Formation -- 1.2 Examining Cultures of Exploration -- 1.3 'Glocalisation' - Revisiting the Global and the Local in Early Childhood Education -- 1.4 The Structure of the Book -- References -- Chapter 2: Children's Exploration as a Key in Children's Play and Learning Activity in Social and Cultural Formation -- 2.1 Introduction -- 2.2 Children's Exploration in Different Life Periods -- 2.2.1 Children's Activities in the Different Institutional Settings -- 2.3 Early Childhood Education -- 2.4 Three Approaches to Explorative Learning in Kindergarten -- 2.5 Instructional Conversation (S5) About the Polar Bear's Life -- 2.6 Evaluation of the Different Educational Approaches -- 2.7 Conditions for Early Childhood Education that Orient Children Towards Play and Exploration -- 2.8 Evaluation and Pedagogy Have to Be Seen as a Unit: A Greenlandic Early Childhood -Kindergarten Project with Focus on Exploration -- 2.9 Conclusion -- References -- Chapter 3: Beyond Bullying: Understanding Children's Exploration of Inclusion and Exclusion Processes in Kindergarten -- 3.1 Bullying in Kindergarten -- 3.2 Research Focus and Aims -- 3.3 Children's Exploration -- 3.4 Earlier Research About Bullying of Relevance to Kindergarten -- 3.5 Bullying Caused in a Need for Belonging, Can Lead to Exclusion -- 3.6 The Empirical Excerpt and Methodological Aspects -- 3.7 A Case About Internal Exclusion in a Free Play Setting -- 3.7.1 Free-Play Outdoors - Not All the Three Boys Are Drawing -- 3.8 Bullying Analysed and Discussed as a Complex Exclusion Process -- 3.8.1 Individual - Relational Level -- 3.8.2 Activity Setting -- 3.8.3 Institutional Level.

3.8.4 Society Level -- 3.9 Conclusion -- References -- Chapter 4: Children's Explorative Activities in Kindergarten Playgrounds: A Case Study in China and Norway -- 4.1 Introduction -- 4.2 Conditions for Children's Exploration -- 4.3 Studying Children's Exploration in Kindergarten -- 4.4 Children's Explorative Activities in Teacher-Organized Activities in Outdoor Playtime -- 4.4.1 Case 1. The Jumping Relay - Chinese Kindergarten -- 4.4.1.1 Summary of the Jumping- Relay, Chinese Kindergarten -- 4.4.2 Case 2. The Chicken Game - Norwegian Kindergarten -- 4.4.2.1 Summary of the Chicken-Game, Norwegian Kindergarten -- 4.4.3 Summary of Our Findings -- 4.5 Discussion of Conditions for Children's Explorations -- 4.5.1 Societal Needs, Expectations and Demands -- 4.5.2 Institutional Organization and Demands -- 4.5.3 Kindergarten Teachers' Motivation and Engagement in the Activity Setting -- 4.5.4 Children's Motivation and Engagement -- 4.5.5 Climate and Air Quality -- 4.6 Conclusion -- References -- Chapter 5: Conflict Analyses: A Methodology for Exploring Children's Cultural Formation in Early Childhood Education -- 5.1 Introduction -- 5.2 Constructing Theoretical Dialectical Knowledge -- 5.2.1 Constructing Knowledge by Emphasising Conflicts -- 5.2.2 Analysis from a Thematic Perspective -- 5.2.3 Analysis from the Perspective of Cultural Formation in Nature -- 5.2.4 Illustrating a Multifactorial Methodology for Analysis to Construct Theoretical Dialectical Knowledge -- 5.3 Method and Material -- 5.4 Analysis -- 5.4.1 Conflicts in the Activity (Imaginative Play) -- 5.4.2 Conflicts from an Institutional Perspective -- 5.4.3 Conflicts from a Cultural Perspective -- 5.4.4 Conflicts from the Perspective of Nature -- 5.4.5 The Conflicts and What Were Explored -- 5.5 Concluding Reflections -- References.

Chapter 6: Dialogical Engagement and the Co-Creation of Cultures of Exploration -- 6.1 Introduction -- 6.2 Cultural-Historical Perspective and Ecological Inspiration -- 6.3 A 'Glocal' Awareness and Moving Away from Unsustainability -- 6.4 A Pedagogical Model of Exploration as Dialogical Engagement -- 6.5 Time-Emergence and Manifestations of Practice -- 6.6 Characteristics of Exploration in Pedagogy -- 6.7 Activity, Relations, Place and Space -- 6.8 Illustrations and Discussions of Conditions -- 6.9 Meaning-Making and Participatory Space -- 6.10 The Relevance of 'Exploration' in Early Years Pedagogy in the 'Glocal' Landscape -- 6.11 Conclusion-Cultures of Exploration -- References -- Chapter 7: Historical Roots of Exploration - Through a Fr�obelian Third Space -- 7.1 Play and Exploration in Friedrich Fr�obel's Educational Philosophy -- 7.2 Tracing Exploration Through Friedrich Fr�obel's Educational Philosophy -- 7.3 The Holistic Approach and the Invisible Third -- 7.4 Exploring Conditions for the Third Space -- 7.5 Roundtrip to the Future: Through a Fr�obelian-Inspired Third Space -- Appendix -- References -- Chapter 8: Institutional Conditions for Exploration: Chinese Kindergarten Teachers' Perspectives and Practices -- 8.1 Introduction and Background -- 8.2 The Present Study -- 8.2.1 Research Question -- 8.2.2 Research Sites -- 8.2.3 Data Collection and Participants -- 8.2.4 Data Analysis -- 8.3 Findings and Discussion -- 8.3.1 Teachers' Conceptions of Children's Exploration -- 8.3.2 Explorative Activities Children Engage In -- 8.3.2.1 The General Exploration Process and Teachers' Role in It -- 8.3.2.2 Common Exploratory Activities across the Kindergartens -- 8.3.2.3 Explorative Activities of Own Distinctive Features -- 8.4 Conclusion and Implications -- References -- Chapter 9: Kindergarten as a Budding Explorative Scientific Community.

9.1 Introduction -- 9.2 Learning and Development from a Cultural-Historical Perspective -- 9.2.1 Social Activities as Starting Points of Learning and Development -- 9.2.2 Learning and Development as Mediated -- 9.3 The Concept of Exploration -- 9.4 'Science as inquiry' and 'Practices of science' -- 9.5 Sciencing in Kindergarten -- 9.5.1 Incidental Sciencing -- 9.5.2 Informal Sciencing -- 9.5.3 Formal Sciencing -- 9.6 Bridging and Challenging Beliefs about What Constitute Good Educational Practices in Kindergarten -- 9.7 What Competences Do the Teachers Need? -- 9.8 Closing Remarks -- References -- Chapter 10: Musical Exploration in Everyday Practices - Identifying Transition Points in Musicking -- 10.1 Introduction -- 10.2 How Music Works in Institutional Settings -- 10.3 Musicking -- 10.4 Reconstructing Narratives to Understand Musicking Transition Points -- 10.4.1 Narrative 1: Music Circle Time - Exploration with Music Instruments -- 10.4.2 Narrative 2: The Sword Dance - Exploration through Rhythm and Imagination -- 10.4.3 Narrative 3: Fictional Drama - Exploration in a Joint Community -- 10.5 Conceptualising Exploration Through Identifying Transition Points -- 10.6 Music and Musical Exploration -- References -- Chapter 11: Exploration Through Process Drama with Kindergarten Children -- 11.1 Introduction -- 11.2 Part I Process Drama -- 11.3 Process Drama and children's Play -- 11.4 The Teacher's Responsibility, Role, and Attitude in Process Drama -- 11.5 Part II: An Example - With Analysing Comments -- 11.6 At the Courthouse -- 11.7 Conclusion -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.