NDLI: Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis

Please wait, while we are loading the content...

Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis

Content Provider	Springer Nature Link
Author	Rosen, Rachel
Copyright Year	2015
Abstract	Children’s violently themed play has long been contentious within educational policy, parenting literature, and the academe, with conflicting views as to its immediate and long-term consequences. Yet, little attention has been given to the way in which the meanings and values attributed to childhood influence these debates. Drawing on an ethnographic study of a Nursery in London, England, this article explores the different ideas about childhood contained within policies of the setting and educators’ responses to children’s violently themed play. The article draws on the work of the Bakhtinian circle to suggest educators’ complex and ambiguous responses to violently themed play need to be understood in relation to broader social contradictions connected to childhood, adult–child social relations, and early childhood education. Bakhtinian theorising is offered as an important resource for opening up meaningful dialogue about contentious issues in early childhood practice, including to taken-for-granted assumptions about childhood and violently themed play.Le jeu à thème violent chez les enfants a longtemps été controversé en politique de l’éducation, en littérature parentale et dans le monde universitaire, avec des opinions divergentes quant à ses conséquences immédiates et à long terme. Pourtant, la façon dont le sens et les valeurs attribuées à l’enfance influencent ces débats a reçu peu d’attention. S’appuyant sur une étude ethnologique d’une garderie de Londres, Angleterre, cet article explore les différentes idées sur l’enfance contenues dans les politiques de la garderie et les réponses des éducateurs au jeu à thème violent des enfants. L’article s’appuie sur les travaux du cercle bakhtinien pour suggérer que les réponses complexes et ambiguës des éducateurs au jeu à thème violent doivent être comprises plus largement en lien avec des contradictions sociales liées à l’enfance, aux relations sociales entre adultes et enfants et à l’éducation des jeunes enfants. La théorisation bakhtinienne est présentée comme une ressource importante pour l’ouverture d’un dialogue significatif sur les questions litigieuses dans la pratique de l’éducation préscolaire, y compris sur des postulats pris pour acquis sur l’enfance et le jeu à thème violent.El juego infantil basado en temas violentos ha sido fuente de disputa por largo tiempo en el ámbito de las políticas educacionales, la academia y la literatura sobre crianza parental, existiendo miradas conflictivas respecto a sus consecuencias inmediatas y de largo plazo. Aun así, se ha dado poca atención al modo en el que estos debates son influidos por los significados y valores que se atribuyen a la niñez. En base a un estudio etnográfico de un jardín de infantes en Londres, Inglaterra, este artículo explora diferentes ideas sobre la niñez contenidas en las políticas que orientan los espacios educativos y las respuestas de los educadores frente al juego infantil que tematiza la violencia. El artículo recurre al trabajo del Círculo Bajtiniano para sugerir que las respuestas complejas y ambiguas de los educadores hacia los juegos de violencia necesitan ser comprendidos en relación a contradicciones sociales más amplias, conectadas con la niñez, las relaciones adulto-infante y la educación de primera infancia. La teorización bajtiniana es ofrecida como un importante recurso para abrir un diálogo significativo sobre temas polémicos en las prácticas relacionadas a la primera infancia, incluyendo suposiciones asumidas sobre la infancia y el juego que tematiza la violencia.
Starting Page	235
Ending Page	250
Page Count	16
File Format	PDF
ISSN	00207187
Journal	International Journal of Early Childhood
Volume Number	47
Issue Number	2
e-ISSN	18784658
Language	English
Publisher	Springer Netherlands
Publisher Date	2015-03-12
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Childhood Violently themed play Adult–child social relations Bakhtin Early childhood education Childhood Education Education (general) 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

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

Layers of Discourse in Preschool Block Play: An Examination of Children’s Social Interactions

Reconceptualising Teacher–Child Dialogue in Early Years Education as a Moral Answerability

Young children’s spontaneous vocalising: insights into play and pathways to singing

Who is Bakhtin?

Principles of emotional development and children’s pretend play

The Serious Joy and the Joyful Work of Play: Children Becoming Agentive Actors in Co-Authoring Themselves and Their World Through Play

Seeking Children’s Perspectives on their Wellbeing in Early Childhood Settings

Early childhood culture and education for children’s rights

Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis

Similar Documents

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

Layers of Discourse in Preschool Block Play: An Examination of Children’s Social Interactions

Reconceptualising Teacher–Child Dialogue in Early Years Education as a Moral Answerability

Young children’s spontaneous vocalising: insights into play and pathways to singing

Who is Bakhtin?

Principles of emotional development and children’s pretend play

The Serious Joy and the Joyful Work of Play: Children Becoming Agentive Actors in Co-Authoring Themselves and Their World Through Play

Seeking Children’s Perspectives on their Wellbeing in Early Childhood Settings

Early childhood culture and education for children’s rights

Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis