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dc.contributor.authorPeters, Sally
dc.contributor.authorDavis, Keryn
dc.date.accessioned2011-03-29T21:27:13Z
dc.date.available2011-03-29T21:27:13Z
dc.date.issued2011
dc.identifier.citationPeters, S. & Davis, K. (2011). Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand. Early Years, 31(1), 5-17.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5215
dc.description.abstractWorking theories and learning dispositions are key learning outcomes in the early childhood curriculum in New Zealand. However, while there has been a focus on learning dispositions in recent years, less is known about the development of children’s working theories or the pedagogy to support this. The aim of this study was to explore children’s working theories in action in a number of Playcentre settings. The authors were interested in children’s problem-seeking and -solving, theorising, acting and interactions as they engaged in everyday inquiries and conversations with others. This paper discusses some of the dilemmas for educators, including defining and recognising working theories, and deciding what to respond to, and how to respond. When attention was paid to the subtle nuances of moment-to-moment interactions it provided new insights into pedagogy. The findings have implications for early childhood educators as they seek to develop episodes of sustained shared thinking and support the development of children’s working theories over time.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a934597538en_NZ
dc.subjectworking theoriesen_NZ
dc.subjectchildren’s thinkingen_NZ
dc.subjectpedagogyen_NZ
dc.subjectco-constructionen_NZ
dc.titleFostering children’s working theories: pedagogic issues and dilemmas in New Zealanden_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/09575146.2010.549107en_NZ
dc.relation.isPartOfEarly Yearsen_NZ
pubs.begin-page5en_NZ
pubs.elements-id35799
pubs.end-page17en_NZ
pubs.issue1en_NZ
pubs.volume31en_NZ


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