The culture of practice in pre‐school provision: outsider and insider perspectives
The culture of practice in pre‐school provision: outsider and insider perspectives
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学前教育实践文化：局外人和局内人的观点
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Sally Brown
中科院分区：
文献类型：
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作者：
Christine Stephen *;Sally Brown
本文探讨、对比并考虑了企业中不同参与者（“外部人”和“内部人”）对学前教育实践文化的不同解释方式的一些影响。 “外部人员”是指负责制定课程、检查提供情况和培训学前工作人员（通常是管理人员和评估人员）的人员。考虑了两类内部人士的观点，即学前教育从业者和儿童。借鉴了一系列研究项目（1996 年至 2001 年间）调查苏格兰学前教育各个方面的研究结果，从外部人员、内部从业者和内部儿童的角度描绘了差异。有证据表明，局外人采用了一种拥护的文化，设想从业者履行规定的角色来提供课程，让孩子们实现计划的结果，并且在很大程度上独立于背景。相比之下，从业者的隐性文化产生于他们工作的环境背景，是动态的、灵活的，并且专注于在游戏室中维持理想的活动而不是特定的进度目标。孩子们的观点的特点是专注于玩耍、做出满足个人喜好的选择并享受与其他孩子的陪伴。这项研究继续将这些差异与外部人和内部人所承受的不同压力和责任以及他们在学前教育背景下对童年的不同构建联系起来。本文最后考虑了这些差异对实践创新、从业者的初始教育和继续教育、以承认差异的方式解释实践和规划提供的一些影响，以及在上下文中测试尝试性教育知识的必要性，而不是假设一个共识的知识体系。
This paper explores, contrasts, and considers some of the implications of the different ways in which the culture of practice in pre‐school provision is construed by various actors (‘outsiders’ and ‘insiders’) in the enterprise. ‘Outsiders’ means those with responsibility for the formulation of the curriculum, the inspection of provision and the training of pre‐school staff (typically managers and assessors). The perspectives of two types of insiders, that is, pre‐school practitioners and children, are considered. Differences are mapped out in the perspectives of outsiders and of insider practitioners and insider children, drawing on findings from a series of research projects carried out (between 1996 and 2001) investigating aspects of pre‐school provision in Scotland. The evidence suggests that outsiders adopt an espoused culture that envisages practitioners fulfilling prescribed roles to deliver a curriculum that will allow children to achieve planned outcomes and which is largely independent of context. In contrast, the implicit culture of practitioners arises from the context of the setting in which they work, is dynamic, flexible, and focuses on maintaining desirable activities in the playroom rather than specified progress goals. The children’s perspective is characterized by a focus on play, making choices to satisfy individual preferences and enjoying the company of other children. This study goes on to link these differences to differing pressures and responsibilities that rest on outsiders and insiders and their differing construction of childhood in the context of pre‐school provision. The paper concludes with a consideration of some of the implications of these differences for innovations in practice, the initial and continuing education of practitioners, accounting for practice and planning for provision in a way that recognizes differences, and the need to test tentative educational knowledge in context, rather than assume a consensual body of knowledge.