Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. / Hedegaard, Mariane .

International Handbook of Early Childhood Education. ed. / Marilyn Fleer; Bert van Oers. Springer, 2017. p. 1525-1540 (Springer International Handbooks of Education).

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Hedegaard, M 2017, Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. in M Fleer & B van Oers (eds), International Handbook of Early Childhood Education. Springer, Springer International Handbooks of Education, pp. 1525-1540. https://doi.org/10.1007/978-94-024-0927-7

APA

Hedegaard, M. (2017). Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. In M. Fleer, & B. van Oers (Eds.), International Handbook of Early Childhood Education (pp. 1525-1540). Springer. Springer International Handbooks of Education https://doi.org/10.1007/978-94-024-0927-7

Vancouver

Hedegaard M. Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. In Fleer M, van Oers B, editors, International Handbook of Early Childhood Education. Springer. 2017. p. 1525-1540. (Springer International Handbooks of Education). https://doi.org/10.1007/978-94-024-0927-7

Author

Hedegaard, Mariane . / Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting. International Handbook of Early Childhood Education. editor / Marilyn Fleer ; Bert van Oers. Springer, 2017. pp. 1525-1540 (Springer International Handbooks of Education).

Bibtex

@inbook{a39f03104f0040c58708e5c8c4fdcb55,
title = "Children{\textquoteright}s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting",
abstract = "The aim in this chapter is to propose a way to conceptualize children{\textquoteright}s learning through their participation in activity settings in everyday practices at home. I argue that children learn practice traditions and values through the demands that children experience both indirectly through the setting and directly from parents and siblings. Children{\textquoteright}s also put demands on the setting and its participants and how these are met leads to children{\textquoteright}s development of new forms of social interaction, new motive orientation, and competences. The argument builds on a research project following children through participant observations in their everyday activities in two families (Hedegaard & Fleer. 2013. Play, learning and children{\textquoteright}s development. Everyday life in families and transition to school. New York: Cambridge University Press). The family members in the two families got an instant camera and were asked to take photos of what were important for them. In this chapter, the focus is on how demands and motives influence both parents and children at the dinner setting.",
keywords = "Faculty of Social Sciences, Activity setting, Demands, Motive orientation, Social situation, Cultural learning, Position",
author = "Mariane Hedegaard",
year = "2017",
month = aug,
doi = "10.1007/978-94-024-0927-7",
language = "English",
isbn = "978-94-024-0925-3",
series = "Springer International Handbooks of Education",
publisher = "Springer",
pages = "1525--1540",
editor = "Fleer, {Marilyn } and {van Oers}, Bert",
booktitle = "International Handbook of Early Childhood Education",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting

AU - Hedegaard, Mariane

PY - 2017/8

Y1 - 2017/8

N2 - The aim in this chapter is to propose a way to conceptualize children’s learning through their participation in activity settings in everyday practices at home. I argue that children learn practice traditions and values through the demands that children experience both indirectly through the setting and directly from parents and siblings. Children’s also put demands on the setting and its participants and how these are met leads to children’s development of new forms of social interaction, new motive orientation, and competences. The argument builds on a research project following children through participant observations in their everyday activities in two families (Hedegaard & Fleer. 2013. Play, learning and children’s development. Everyday life in families and transition to school. New York: Cambridge University Press). The family members in the two families got an instant camera and were asked to take photos of what were important for them. In this chapter, the focus is on how demands and motives influence both parents and children at the dinner setting.

AB - The aim in this chapter is to propose a way to conceptualize children’s learning through their participation in activity settings in everyday practices at home. I argue that children learn practice traditions and values through the demands that children experience both indirectly through the setting and directly from parents and siblings. Children’s also put demands on the setting and its participants and how these are met leads to children’s development of new forms of social interaction, new motive orientation, and competences. The argument builds on a research project following children through participant observations in their everyday activities in two families (Hedegaard & Fleer. 2013. Play, learning and children’s development. Everyday life in families and transition to school. New York: Cambridge University Press). The family members in the two families got an instant camera and were asked to take photos of what were important for them. In this chapter, the focus is on how demands and motives influence both parents and children at the dinner setting.

KW - Faculty of Social Sciences

KW - Activity setting

KW - Demands

KW - Motive orientation

KW - Social situation

KW - Cultural learning

KW - Position

U2 - 10.1007/978-94-024-0927-7

DO - 10.1007/978-94-024-0927-7

M3 - Book chapter

SN - 978-94-024-0925-3

T3 - Springer International Handbooks of Education

SP - 1525

EP - 1540

BT - International Handbook of Early Childhood Education

A2 - Fleer, Marilyn

A2 - van Oers, Bert

PB - Springer

ER -

ID: 183830431