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Preschoolers making sense of progressive illness : a Reggio Emilia inspired study Phillips, Lynda Jane
Abstract
This qualitative study, inspired by the underlying pedagogy of the preschools in Reggio Emilia, Italy, expands on current limited research on young children's understanding of their siblings' progressive life-limiting illness. Two well siblings three-to-five year-old participated in a learning group with three other preschool children in five two-hour sessions. Sessions were co-constructed from the children's understanding and recorded using digital video and audiotape, still photographs and the running record format. All of the children's representations were collected. These records of the children's learning formed the data for this study. The data was analyzed via microgenetic analysis of the children's movement through all quadrants of the Vygotsky Space. The quadrants of the Vygotsky space are formed by over laying two dimensions of space: public - private and social - individual. The first dimension public-private space is characterized by the degree to which cognitive activities are visible and therefore available for observation. The second dimension social - individual, reflects the degree to which the students use their own knowledge or the knowledge obtained from the group. Movement through the quadrants is recursive and at any one time a child's cognitive functioning may be characterized as existing in one of these quadrants (Gavelek & Raphael, 1996). Microgentic analysis is associated with the work of Vygotsky and allows for the systematic analysis of children's learning. Microgenetic analysis allows one to focus on the process of change by examining the records of the children's learning (digital-video and audio taped recordings; running records; still photographs; children's representations) through densely spaced time intervals. It allows one to see where the learning begins and how the individual difference in knowledge affect the learning of the group. The results are presented in the form of pedagogical documentation, which is a tool that has its origins in the schools of Reggio Emilia. The young, well siblings, generally considered to be at risk for numerous psychosocial issues, demonstrated a sophisticated understanding of illness concepts, processes and equipment not previously identified within current literature. These findings suggest that young children's understanding revolves around the illness process and as such has implications around content when developing support programs for the young, well sibling.
Item Metadata
Title |
Preschoolers making sense of progressive illness : a Reggio Emilia inspired study
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2007
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Description |
This qualitative study, inspired by the underlying pedagogy of the preschools in Reggio
Emilia, Italy, expands on current limited research on young children's understanding of
their siblings' progressive life-limiting illness. Two well siblings three-to-five year-old
participated in a learning group with three other preschool children in five two-hour
sessions. Sessions were co-constructed from the children's understanding and recorded
using digital video and audiotape, still photographs and the running record format. All of
the children's representations were collected. These records of the children's learning
formed the data for this study. The data was analyzed via microgenetic analysis of the
children's movement through all quadrants of the Vygotsky Space. The quadrants of the
Vygotsky space are formed by over laying two dimensions of space: public - private and
social - individual. The first dimension public-private space is characterized by the
degree to which cognitive activities are visible and therefore available for observation.
The second dimension social - individual, reflects the degree to which the students use
their own knowledge or the knowledge obtained from the group. Movement through the
quadrants is recursive and at any one time a child's cognitive functioning may be
characterized as existing in one of these quadrants (Gavelek & Raphael, 1996).
Microgentic analysis is associated with the work of Vygotsky and allows for the
systematic analysis of children's learning. Microgenetic analysis allows one to focus on
the process of change by examining the records of the children's learning (digital-video
and audio taped recordings; running records; still photographs; children's
representations) through densely spaced time intervals. It allows one to see where the
learning begins and how the individual difference in knowledge affect the learning of the
group. The results are presented in the form of pedagogical documentation, which is a
tool that has its origins in the schools of Reggio Emilia. The young, well siblings,
generally considered to be at risk for numerous psychosocial issues, demonstrated a
sophisticated understanding of illness concepts, processes and equipment not previously
identified within current literature. These findings suggest that young children's
understanding revolves around the illness process and as such has implications around
content when developing support programs for the young, well sibling.
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Genre | |
Type | |
Language |
eng
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Date Available |
2011-02-03
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054448
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.