Young children’s ‘working theories’: Building and connecting understandings
Young children’s ‘working theories’: Building and connecting understandings
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幼儿的“工作理论”：建立和联系理解
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Helen Hedges
中科院分区：
文献类型：
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作者：
Helen Hedges
幼儿被强烈地激励去探究他们的世界并使其具有意义。本文讨论的工作理论，新西兰幼儿课程，Te Whāriki的两个指示性学习成果之一。当孩子们试图在他们的经验和理解之间找到联系，以理解他们的世界时，就会出现工作理论。本文提供了几个社会文化的理论基础，理解和发展这一未开发的建设。具体来说，工作理论的概念是作为一种方式提出的儿童连接，编辑，扩展和处理新的或不一致的知识，努力建立自己的理解。为了证实这一论点，从幼儿的兴趣和查询的定性研究儿童的工作理论的例子。认知的螺旋提供了一个概念，以进一步理论化儿童的知识连接和意义形成的过程。幼儿教师的知识和实践和未来的研究的启示。
Young children are keenly motivated to inquire into and make meaning about their worlds. This article discusses working theories, one of two indicative learning outcomes of the New Zealand early childhood curriculum, Te Whāriki. Working theories occur as children attempt to find connections between their experiences and understandings to make sense of their worlds. The article proffers several sociocultural theoretical bases for understanding and developing this under-explored construct. Specifically, the concept of working theories is proposed as a way children connect, edit, extend and deal with new or discrepant pieces of knowledge in endeavours to build their understandings. To substantiate this argument, examples of children’s working theories from a qualitative study of young children’s interests and inquiries are provided. A spiral of knowing provides a concept to further theorise processes of children’s knowledge connections and meaning making. Implications for early childhood teachers’ knowledge and practice and future research are described.