A sociocultural approach to learning orientation in an early childhood setting?

International Journal of Qualitative Studies in Education

Volumn 14, Issue 4, 2001, Pages 525-542

  Carr, Margaret ^a  

^a UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008814572     PISSN: 09518398     EISSN: 13665898     Source Type: Journal    
DOI: 10.1080/09518390110056921     Document Type: Article

References (51)

1. Astington, J.W. (1993). The Child’s Discovery of the Mind. Cambridge, MA: Harvard University Press.
2. Bartsch, K., & Wellman, H.H. (1995). Children Talk about the Mind. New York: Oxford University Press.
3. Broberg, A.G., Wessels, H., Lamb, M.E., & Hwang, C. P. (1997). Effects of day care on the development of cognitive abilities in 8-year-olds: a longitudinal study. Developmental Psychology, 55(1), 62-69.
4. Browne, N., & Ross, C. (1991). “Girls’ stuff, boys’ stuff”: young children talking and playing. In N. Browne (Ed.), Science and Technology in the Early Years. Milton Keynes: Open University Press.
5. Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.
6. Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
7. Carr, M. (1996). Don’t call me wrong: aspects of a disposition to learn in early childhood. Paper presented at the NZARE Annual Conference, Nelson, New Zealand, December.
8. Carr, M. (1997). Technological Practice in Early Childhood as a Dispositional Milieu. Unpublished PhD thesis, University of Waikato, Hamilton.
9. Carr, M. (1998) Assessing Children’s Experiences in Early Childhood: Find Report to the Ministry of Education. Wellington: Ministry of Education.
10. Carr, M. (2000a). Seeking children’s perspectives about their learning. In A.B. Smith & N.J. Taylor (Eds.), Children's Voice: Research, Policy and Practice. Auckland: Addison Wesley Longman.
11. Carr, M. (2000b) Technological affordance, social practice and learning narratives in an early childhood setting. International Journal of Technology and Design Education, 10, 61-79.
12. Corsaro, W. A. (1988). Peer culture in the preschool. Theory into Practice, Vol XXVII(1), 19-24.
13. Cross, S. E., & Marcus, H. R. (1994). Self-schemas, possible selves, and competent performance. Journal of Educational Psychology, 86(3), 423-438.
14. D’Andrade, R.G. (1992). Schemas and motivation. In R.G. D’Andrade & C. Strauss (Eds.), Human Motives and Cultural Models. Cambridge: Cambridge University Press.
15. Davies, B. (1987). The accomplishment of genderedness in pre-school children. In A. Pollard (Ed.), Children and their Primary Schools: A New Perspective. London: Falmer.
16. Davies, B. (1989). Frogs and Snails and Feminist Tales: Preschool Children and Gender. Sydney: Allen & Unwin.
17. Davies, B. (1990). Agency as a form of discursive practice. A classroom scene observed. British Journal of Sociology of Education, 11(3), 341-361.
18. Davies, B. (1991). Friends and fights. In M. Woodhead, P. Light, & R. Carr (Eds.), Growing Up in a Changing Society. London: Routledge. [First published in 1982.]
19. Davies, B. (1992). A feminist poststructuralist analysis of discursive practices in the classroom and playground. Discourse, 13(1), 49-66.
20. Davies, B. (1993). Shards of Glass: Children Reading and Writing beyond Gendered Identities. Sydney: Allen & Unwin.
21. Davies, B., & Banks, C. (1992). The gender trap: a feminist poststructuralist analysis of primary school children’s talk about gender. Journal of Curriculum Studies, 24(1), 1-25.
22. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
23. Dweck, C.S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundation for a Psychology of Education. Hillsdale, NJ: Lawrence Erlbaum Associates.
24. Dweck, C.S. (1999) Self-theories: Impact on Motivation, Personality and Development. Philadelphia, PA: Taylor & Francis (Psychology Press).
25. Dweck, C.S. (1991). Self-theories and goals: their role in motivation, personality, and development. In R.A. Dienstbier (Ed.), Nebraska Symposium on Motivation 1990. Lincoln: University of Nebraska Press.
26. Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
27. Dyson, A. H. (1989). Multiple Worlds of Child Writers: Friends Learningto Write. New York: Teachers College Press.
28. Fernie, D.E. (1988). Becoming a student: messages from first settings. Theory into Practice, XXVII(1), 3-10.
29. Fernie, D.E., Davies, B., Kantor, R., & McMurray, P. (1993). Becoming a person in the preschool: creating integrated gender, school culture, and peer culture positionings. Internationa Journal of Qualitative Studies in Education, 6(2), 95-110.
30. Gauvain G.(1995). Thinking in niches: sociocultural influences on cognitive development. Human Development, 38, 25-45.
31. Gee, J.P. (1992). The Social Mini. New York: Bergin & Garvey.
32. Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196.
33. Harris, P.L. (1989). Children and Emotion: the Development of Psychological Understanding Oxford: Blackwell.
34. Heyman G.D., & Dweck C.S. (1998) Children’s thinking about traits: implications for judgments of the self and others. Child Development, 64(2), 391-403.
35. Kantor, R. (1988). Creating school meaning in preschool curriculum. Theory into Practice, Vol XXVII(1), 25-35.
36. Kantor, R., Green, J., Bradley, M., & Lin, L. (1992) The construction of schooled discourse repertoires: an interactional sociolinguistic perspective on learning to talk in preschool. Linguistics and Education, 4, 131-172.
37. Lave, J. (1997) The culture of acquisition and the practice of understanding. In D.Kirshner & J.AWhitson (Eds.), Situated Cognition: social, semiotic, and psychologicd perspectives (Ch. 2, pp. 17-36). Mahwah, NJ: Lawrence Erlbaum.
38. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Periphera Participation. Cambridge: Cambridge University Press.
39. Lubeck, S. (1988). Roads to school. Theory into Practice, Vol XXVII(1), 11-18.
40. MacNaughton, G. (1997). Who’s got the power? Rethinking gender equity strategies in early childhood. International Journal of Early Years Education, 5(1), 57-66.
41. Paley, V.G. (1986). On listening to what the children say. Harvard Educationa Review, 56(2), 122-131.
42. Reifel, S. (1988). Children’s thinking about their early education experiences. Theory into Practice, Vol XXVII(1), 62-66.
43. Scarr, S., & McCartney, K. (1983). How people make their own environments: a theory of genotype -> environment effects. Child Development, 54, 424-435.
44. Smiley, P.A., & Dweck, C.S. (1994). Individual differences in achievement goals among young children. Child Development, 65, 1723-1743.
45. Strauss, C. (1992). Models and motives. In R.G. D’Andrade & C. Strauss (Eds.), Human Motives and Cultural Models. Cambridge: Cambridge University Press.
46. Super, C.M., & Harkness, S. (1986). The developmental niche: a conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545-569.
47. Tharp, R., & Gallimore, R. (1988). Rousing Minds to Life. Cambridge: Cambridge University Press.
48. Twain, M. (1955). The Adventures of Tom Sawyer. London: J.M.Dent. [First edition 1876.]
49. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds., A.R. Luria, M. Lopez-Morillas, M. Cole & J. Wertsch, Trans.). Cambridge, MA: Harvard University Press.
50. Walsh, D.J., Tobin, J.J., & Graue, M. E. (1993). The interpretive voice: qualitative research in early childhood education. In B. Spodek (Ed.), Handbook of Research on the Education of Young Children. New York: MacMillan.
51. Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.