Vignette d'image

Gender differentiation in children’s actions: A sociocultural perspective on the transition from kindergarten to primary school

Titre du projet
Gender differentiation in children’s actions: A sociocultural perspective on the transition from kindergarten to primary school
Description
The main aim of the present project is to explore gender differentiation in the actions of children in transition between kindergarten and primary school. We propose a sociocultural approach to the topic, yet addressing the consequences of the debates in gender studies for theory building in developmental psychology. This means that we will study how cultural guidance takes place, by a semiotic analysis of children’s actions. To address gender differences from this angle we will pay attention to three different perspectives: the child’s perspective, the study of the environment in which children live (how it is organised), and concrete interactions (peer- and adult-child interactions). The methodology is qualitative and includes interviews and ethnographic observations. These will be done with a particular focus on play scenes where we’ll try to identify evolving themes in gender-marked play. The project involves a longitudinal in depth case study of children finishing kindergarten and starting primary school. We follow targeted children in school and outside formal settings of education. Our general aim will thus be to identify elements participating to the progressive appearance of gender differences in children in transition between kindergarten and primary school. We will thus trace back these elements to peer- and adult-child interactions, daily life situations, experiences and the child’s perspective, possibly contributing to a better understanding of how gender participates of child development.
Chercheur principal
Statut
Ongoing
Date de début
21 Octobre 2017
Date de fin
1 Octobre 2021
Organisations
Identifiant interne
37662
identifiant
https://libra.unine.ch/handle/123456789/2086
Mots-clés

Filtres

Réinitialiser les filtres

Paramètres

Voici les éléments 1 - 2 sur 2
  • Publication
    Métadonnées seulement
    The social, the possible and the necessary: a theoretical model for the explanation of novelty
    (2018-5-31)
    Cabra, Martina 
    ;
    Zittoun, Tania 
    We propose a theoretical discussion on Piaget’s model on the real, the possible and the necessary, within Valsiner’s child development theory (1997), showing how constraints operate defining the field of possibles at a psychological level (Piaget, 1983). For metatheoretical analysis (Laudan, 1977; Castorina, 2007; Valsiner, 2017) intrinsic to dialogue attempt between theories, we outline three areas where relationships are established: a) Entities composing the world b) Nature of relationships between existents c) Change and transformation. Critical realism, complex system theory and dialectical perspective constitute the basis for both models. Piaget’s can explain relationships between Valsiner’s Zone of Promoted Action (ZPA) and Zone of Free Movement (ZFM) (1997), and the construction of the latter. Relationships between psychological possibles and what we present as “social possibles” specifies within children’s areas for movement and thinking (ZFM) a process leading to novel forms, creations beyond social possibles. This can help understand that different subjects may behave differently in similar settings, even in situations of fictional play, creation of psychological possibles and usage of imagination or creation appears more clearly for some, whereas for others, conditions of possibility, conquests of limitations in the field of possibles is yet to be attained or enabled in interaction.
  • Publication
    Métadonnées seulement
    Dialogical exemplars as communicative tools: Resituating knowledge from dialogical single case studies
    (2019-11-21)
    Zadeh, Sophie
    ;
    Cabra, Martina 
    In this article, we develop the concept of ‘dialogical exemplars’ as communicative tools for scholars who wish to ‘resituate knowledge’ from dialogical single case studies. Exemplars are typological representatives that try to convey typicality in non-taxonomic terms, yet in the existing literature, they are defined in terms of their relationship to a population, class or sample. We suggest instead that ‘dialogical exemplars’, as specific instances that have the self-other at their core, can be used to convey the ‘wholeness’ of cases to various audiences. To support this proposition, we draw upon two single case studies, built 30 years apart, that are concerned with children’s daily lives and experiences. Specifically, we develop a dialogue with and between examples from each case of children's play, not only to make the case for ‘dialogical exemplars’, but also to evidence the process through which we arrived at this concept. We highlight that this process is one that researchers often go through, but, rather curiously, rarely document. In conclusion, we suggest that ‘resituating knowledge’ might be best thought of as several, non-linear, stages in the process of dialogical research that involve, and invite further dialogue.