NDLI: Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns

Content Provider	Springer Nature Link
Author	Bae, Berit
Copyright Year	2012
Abstract	The UN Convention of the Rights of the Child and especially article 12 has put children’s right to participation high on the agenda in early childhood settings in many countries. Based in a qualitative study done in early childhood institutions in Norway, this article analyses how salient features of dialogues between children and teachers create premises for children’s participation. Qualitative differences are described by the metaphors of spacious and narrow pattern. It is shown that qualities inherent in spacious patters create relational premises for children to exercise their right to participation and to express their views. Neither children nor teachers need to be cast in fixed and limited roles. The findings are discussed in terms of other research describing democratic adult roles, and points to the need for critical thinking on theories on teachers–child relationships.La Convention des Nations Unies relative aux Droits de l’Enfant et surtout l’article 12, a mis le droit des enfants à la participation sur l’ordre du jour dans les milieux de la petite enfance dans de nombreux pays. Basé sur une étude qualitative réalisée dans les institutions de la petite enfance en Norvège, cet article analyse la manière dont les caractéristiques principales de dialogues entre enfants et enseignants créent les conditions pour la participation des enfants. Les différences qualitatives sont décrites par les métaphores des modèles étroits et spacieux. Il est démontré que les qualités inhérentes dans les modèles spacieux créent un cadre relationnel pour les enfants à exercer leur droit de participer et d’exprimer leurs opinions. Ni les enfants ni les enseignants n’ont besoin d’être placés dans des rôles prédéterminés et limités. Les résultats sont discutés en termes de recherche d’autres, décrivant des rôles démocratiques d’adultes, et soulignant la nécessité d’une réflexion critique sur les théories sur les relations entre l’enseignant et l’enfant.La Convención de la ONU de los Derechos del Niño (UNRCR) y especialmente el artículo 12, ha puesto el derecho del niño en alta prioridad en la educación infantil en muchos países. Basado en un estudio cualitativo realizado en instituciones de la primera infancia en Noruega, este artículo analiza cómo características en diálogos entre niños y maestros crean las premisas para la participación del niño. Las diferencias cualitativas se describen con las metáforas modelos abiertos y modelos estrechos. Esta demostrado que las cualidades propias de los modelos abiertos crean premisas donde los niños ejercitan su derecho a la participación y el derecho a la expresión de sus puntos de vista. Tanto los niños como los adultos no necesitan ser definidos en roles fijos o limitados. Los resultados del estudio se discuten en términos de otros estudios que describen el rol democrático del adulto, y apuntan la necesidad de pensar en forma crítica sobre teorías de la relación entre maestro y niño.
Starting Page	53
Ending Page	69
Page Count	17
File Format	PDF
ISSN	00207187
Journal	International Journal of Early Childhood
Volume Number	44
Issue Number	1
e-ISSN	18784658
Language	English
Publisher	Springer Netherlands
Publisher Date	2012-01-29
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Children’s participation Communication Spacious and narrow patters Children’s contribution Reciprocity Education (general) Childhood Education International and Comparative Education
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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