ࡱ> xb( A/ 0DArialcho(0(z[ 0 "DTimes New Roman(0(z[ 0  DMS MinchoRoman(0(z[ 0 @ . @n?" dd@  @@`` q  d"&68DGIKUXZ\]^_dfhjlp 0AA@ʚ;ʚ;g4AdAd@z[ 0ppp@ <4ddddl 0 ___PPT10DMS Minchoķ0ķz[ 0DTimes New Romanķ0ķz[ 0 pp? %O  =eZzA Wholeness Approach to Researching Children s Development ">< (= Mariane Hedegaard University of Copenhagen An Argumentation for Dialectic Methodology to the Study of Children in their Everyday Life2Hd+\ 6Critique of Developmental Psychology as Research Area 77 6  Marx Wartofsky (1984) (philosophy) has criticised Piaget s theory for not taking into consideration the societal conditions for child development. Erica Burman (1994) (psychology) pointing out that developmental psychology has not taken societal values of development and the child s perspective into account. James, Jenks and Prout, (1998), Corsaro, (1997) (sociology) have argued that one has to consider the different conditions that different societies give for creating childhood. 0ZYZb        /The aim is to formulate a methodology for studying children in their everyday life in their historical settings by using concepts that can transcend these settings Inspiration come from te cultural historical tradion of Lev Vygotsky, Daniel Elkonin, the phenomenological tradition of Alfred Schutz. 00H    U Vygotsky, Elkonin, SchutzA methodology for studying children s development in everyday settings has to use methods that are different from methods of natural science and medicine where the focus is on the description of human functioning. Instead a methodological approach in line with Vygotsky, Leontiev, and Schutz theories has to focus on children s projects, motives, intentional actions and meaning makings.  0 Conditions for a dialectic research methodology 1(0(0 The child s perspective is important to include in a research methodology in order to be able to research how children contribute to their own developmental conditions. At the same time it is also important to include perspectives that can illuminate the societal and the institutional conditions that create a child s social situation. and analysing how a child s social situation is created in interaction between the participants in the situation through cooperation and conflict solutions. P     Central concepts for a theory of children s development anchored in everyday activities in social settings: mml Integration of different perspectives: societal, institutional and personal Developmental stages that are anchored in institutional practice Developmental trajectories Developmental crises Norms and values of the  good life     Children s development from a cultural-historical point of viewAA@ Children develop through participating in everyday activities in societal institutions, but neither society nor its institution (i.e. families, kindergarten, school, youth clubs etc.) are static but change over time in dynamic interaction between persons activity, institutional traditions for practice, societal discourse and material conditions. Children s life and development is influenced by several types of institutional practice in a child s actual social situation.   9;Methodological considerations($SchutzSchutz have formulated the difference between everyday activity and the scientific activity as a difference in rationality and logic. Everyday activity never can be completely rational because human activity in everyday practice takes place within a frame of the acting person s construction of sense making as typifications of motives, goals, means, activities and persons that are involved in the activity. These typifications are always made in relation to an indefinite horizon. ZH8   ]   7 :=The researcher s position and perspective in his research in collecting knowledge protocols  ^\] For the natural scientist there is a structure of relevance in his research material in relation to his research goal. For the social scientist there is two structures of relevance, one for the people that he research and one in relation to his own research goal $ l ;> Reliability In a dialectic research one has to conceptualise the projects of the researcher as different from the persons being researched in their everyday activities though the researcher participate even though s/he participate directly as a partner in this activity.  Q^InterpretationhScientific thinking presupposes an image of the undeveloped homogeneous wholeness which reflects the problem areas. Therefore, the scientific process has at least two main phases: the first pertains to the undivided image of the problem area the second constitutes the analysis of the relations of the specific objects in the wholeness of the problem area.*h <@bResearch into children s everyday life activities22(b   Roger Barker:  One boy s day Barker focus on the different activities that together create the everyday life of one boy . Susan Grieshaber  Rethinking parent and child conflict . . Grieshabe focus on the power aspect in child parent relations: discourse regimes of truth and regimes of practice in particular families ~Z]Z<ZZ]<C,H   -    ! Research project: children s everyday life across institutional settings JH (8 7 Observing and interviewing children in home school and afterschool activites. Children takes fotos so they become active and tell about what is important for them      BIpchildren s everyday life across institutional settings 99(7 TThe study seeks to capture everyday family practices in the home and community Aim: To research how institutional activity in school and day-care influences children s everyday activities at home in cooperation with parents and siblings with a focus on children s everyday learning in families. ++* +- Participants    Eight focus families with children in preschool and early school age (4-12 years) Denmark (4 families) Australia (4 families) .R/ -/Data gathering in DK v three periods  in the period November 2006; to November 2007, each period: 9-10 visits of approximately 3-4 hours around 30 visits for each family and their connected institutions.$'  CKThe Fredriksberg family:  ( Father (40 years) Mother (40 years) Louise (10 years) who is in fourth grade, Line (8) in second grade Esben (6) in grade zero and Sara (4) is in kindergarten  DMAnalyse themes in the project,NThe setting The routines of the week Pedagogy in the family General activities EN Activities In these activities it is important to look for interactions problems and conflicts in the Relation to mother and father Relation to siblings at home and in the institutions outside home Relation to friend at home and in school and afterschool The child s perspective: What activities dominate and engage the child The child s engagements across activities Transfers of engagements and knowledge and skills from home to school and vice versa from school to home ,Z FOHThe Fredriksberg Family s activities%%(6 Breakfast Walking to school Class activities in school School breaks (Frikvarter) Afterschool day care Walking home Homework Play Watching TV Playing computer Dinner Going to bed P.G   d HT 2nd visit to the family (Wednesday afternoon, 4.15 The homework activity Mother and the four children are all gather around the table. Esben sits on her mother s lab until she leaves the table to make sandwiches. When mother leaves Esben s initiate several provocations He Play with his mother s purse. Esben tries to provoke the obs. Kasper by picking into his mother s purse and taking money out. The same thing that Tais did to him minutes ago, and that he objected to. The mother comes in and says he must not take her money. Later he is allowed to sit on her lab and takes things out of her purse Later he Talks very loud. Nobody reacts, so he comments it himself Put his legs on the table but takes them down when asked by his motherP[9)-.6   JV6th visit to the FamilyAround the tea table doing homework Mother asks Esben about homework (K 13) he is going to write mirror figures. Line first corrects her mother about Esben is not doing homework, (M 22). Mother helps Esben then Line takes the role of helping him (the mothers role) (M 32). Mother makes Esben exercise some letters (K 27- 28, 32, 33). This goes on interfering with Louise s and Line's homework. (M 45)Esben is now sitting on mother s lab. At the same time she have to help Louise with her exercise of difficult words (58)" Z$  LXFokus Esben (6 year)Conflict with mother Esben does not want to go a find his crayon in his school back and want mother to do this. The have a discussion about who have to make order in Esben s school back (M 29-30) Conflict because mother helps the other children. (K 23, M 50, K 32), Esben do not think mother pays enough attention to his letter exercises (M 50), mother concentrate on him for a while ( M 54,) but is disturbed by At the same time she have to help Louise with her exercise of difficult words (58) Father is coming home and all three children doing homework says they cannot concentrate (M 60) "VPBU MPFboth the child s and the researchers role and interaction as participation in the same everyday setting the social situation and the child s relation to other person s This includes the activities the child participates in and his relation to other persons and the demands and oppositions he meet in his activities This also leaves us with a question of how to interpret the child s intentions/engagements and projectsP PZ0 Conditions for a dialectic research methodology 1(0(0 The child s perspective is important to include in a research methodology in order to be able to research how children contribute to their own developmental conditions. At the same time it is also important to include perspectives that can illuminate the societal and the institutional conditions that create a child s social situation. and analysing how a child s social situation is created in interaction between the participants in the situation through cooperation and conflict solutions. P R\Methodological considerations$BA person s projects are the entrance to a conception of wholeness of a person s psychic development, where the societal condition for the institutional practice in which the child participate is included. 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N2 7/to the Study of Children in their Everyday Life              .-՜.+,0     7 SkrmshowgKbenhavns UniversitetA  ArialTimes New Roman MS MinchoStandarddesign>A Wholeness Approach to Researching Childrens Development 7Critique of Developmental Psychology as Research Area Dias nummer 3Vygotsky, Elkonin, Schutz1 Conditions for a dialectic research methodologye A model of childrens learning and development through participation in institutionalised practice mCentral concepts for a theory of childrens development anchored in everyday activities in social settings: A Childrens development from a cultural-historical point of viewMethodological considerationsSchutz^The researchers position and perspective in his research in collecting knowledge protocols ReliabilityInterpretation2Research into childrens everyday life activitiesJResearch project: childrens everyday life across institutional settings 9childrens everyday life across institutional settings ParticipantsData gathering in DKThe Fredriksberg family: Analyse themes in the project Activities%The Fredriksberg Familys activities 2nd visit to the family 6th visit to the FamilyFokus Esben (6 year)Dias nummer 261 Conditions for a dialectic research methodologyMethodological considerations Benyttede skrifttyperDesignskabeloner Diastitler_marianemariane  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8Root EntrydO)`@Current User&SummaryInformation(PowerPoint Document(_PCPC