Commentary on a special issue: Davydov’s approach in the XXI century

Educational Studies in Mathematics - The articles in this special issue, collectively, provide overwhelming evidence that a curriculum which has as its primary basis the counting of discrete...     

Adult grandchildren’s perspectives on the grandparent-grandchild relationship from childhood to adulthood

The relationship between grandparents and grandchildren is usually quite close and satisfying, rather than conflictual, and is considered positive and important by both generations. The present study explores the nature of the relationship between grandparents and grandchildren in the United Kingdom. The aim of the study is to investigate adult grandchildren’s perspectives on the grandparent-grandchild relationship and its transition from childhood to adulthood. Using a Grounded Theory approach 10 young adults, aged 20–24, were interviewed about the relationship with their grandparents. Results showed that adult grandchildren perceive the relationship to continue from childhood to adulthood and to transition in terms of support, contact, attitude, and emotion. Support in childhood was reported as being more practical such as caregiving or help with education, whereas in adulthood as being more emotional. Contact was shown to be reduced from more frequent and face to face in childhood to less frequent and more telephone or internet based in adulthood. As to attitude and emotion participants reported a change in how they felt towards their grandparents from childhood to adulthood, with feelings of excitement being replaced with appreciation and respect. Implications of these transitions within grandparent-grandchild relationships are discussed.     

An Analysis on Heathcliff’s Inhumanity in the Wuthering Heights

In the Wuthering Heights, Heathcliff is a main and controversial figure. Different critics comment on him from many different aspects. Nevertheless, this thesis focuses on the inhumanity of Heathcliff....     

Closing the gap on the map: Davydov’s contribution to current early algebra discourse in light of the 1960s Soviet debates over word-problem solving

Recent scholarship around teaching elementary mathematics supports the learning of early algebra with 5- to 12-year olds. However, in spite of the recognition of the affordances of early algebra, issues about how to introduce it remain open. Within this context, Davydov’s work is often cited as a source of impressive demonstration of young learners’ capacity for algebraic thinking. This work requires further exploration in order to yield a clearer picture of a very particular teaching approach, which focuses on early abstractions and symbolic language. We argue that in order to fully understand how Davydov’s work contributes to current conversations and what Davydov was trying to do, we need to shed light on the context- and time-specific discourse of the 1960 Soviet educational reforms that made it possible for Davydov to develop his vision about algebraic thinking and to set in motion appropriate teaching approaches for young learners. In this paper, we look back to the Soviet debates that unfolded in Russia on the integration of early algebra in elementary school word-problem solving. Drawing on these debates and the results of Davydov’s school experiments, we lay out the developmental axes of capacity building. This can be done by emphasizing ascent from the abstract to the concrete using a variety of representational modeling tools to support the emergence of algebraic thinking while targeting particular habits of mind within carefully designed learning activities. We conclude with some insights about current arithmetic-algebra debates, and how these could be enriched and deepened by Davydov’s work, which yet remains open to future discussion and reflection.

     

Citizenship and inclusion in the early years: understanding and responding to children’s perspectives on ‘belonging’

This paper argues for, and demonstrates the effectiveness of, including young children in commenting on and improving their learning environments. It reports the experiences gathered from of 16 setting‐based, small‐scale, practitioner‐led projects. Taking a view of citizenship as ‘participation’ the paper shows how practitioner‐research can support the evolution of inclusive environments for all children. Following a critical review of the literature on citizenship, young children, and ‘inclusion’ the paper considers the usefulness of the participant methodology of practitioner action research and the concept of ‘voice’ in educational research and report. Examples of practitioner‐research projects involving children aged three to six years identify and illustrate key themes from the data. Thus, they demonstrate: (1) the range of factors which excited or worried the children; and (2) the ways in which children’s concerns and ideas were listened to and action for change was developed. The children’s ideas and extracts from their comments are included alongside the practitioners’ responses in the cases which are discussed. Four main points are considered in conclusion: (1) children’s views can contribute to the development of inclusive practices; (2) children’s voices are central to studies of their perspectives and the methodological challenges of listening to children’s voices in research must be addressed; (3) identity and self esteem are key to the successful promotion of young children’s positive sense of inclusivity and belonging in their early years settings; and (4) supported practitioner‐research can enhance inclusive early years practices. The paper argues that including children in the identification and exploration of issues important to them promotes a positive sense of inclusivity and that such approaches to developing pedagogies of citizenship and belonging constitute a practical enacting of ‘voice’.     

Insiders’ perspectives: a children's rights approach to involving children in advising on adult-initiated research

Consulting with children is widely recognised as an essential element in building understanding about children's lives. From a children's rights perspective, it is also a legal requirement on professionals working with children. However, translating the rhetoric into research and practice is still evolving. Previous studies report on working with children as co-researchers where children are involved in different phases of the research process in a bid to provide their unique perspectives. This small-scale study takes the view that children not only have the right to be involved in the research process but they also have the right to be informed and have their understanding developed about the issues being researched. This allows for a more apprised view which can enhance children's participation in advising on the research and interpreting data. Therefore, this small-scale study reports on working with a children's research advisory group in developing their understanding about popular culture and writing in the primary classroom before involving these children as advisors in the research process.     

New perspectives on the positioning of parents in children’s bullying at school

This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces at local, societal and political levels. Furthermore, based on an emergent research design, the article contributes to the discussion of post-qualitative research, drawing upon varied, qualitative empirical material and analytically experimenting with combining Adele Clarke’s idea of situational analysis and Karen Barad’s concepts of intra-action and apparatus.     

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children’s individual and collective funds of knowledge in order to better understand the complexities of play cultures.     

Encountering education in the rural: migrant women’s perspectives

ABSTRACT

This paper explores migrant women’s encounters with formal and informal education in what can be termed new immigration rural destinations. We ask to what extent educational opportunities are realized in these new destinations. We show that education aspirations may be jeopardized because of the desire to achieve economic goals and thus require remedial action. Specifically, we refer to qualitative data collected in rural (and remote) Boddington in Western Australia, and rural Armagh in Northern Ireland. The paper engages with two interrelated dimensions of this migrant/migration experience. English is not a first language for our participants and we first examine the provision and consumption of informal English Language classes. In doing so, we demonstrate the complex social and cultural dimensions of community-based English language instruction. Second, we attend to migrant mothers’ perceptions of and responses to children’s formal education. We highlight transnational senses of, and tensions around, ‘local/rural’ pedagogies and resultant migrant strategies.     

An assessment‐led approach to processes in the science curriculum

General conditions which should be met in the development of the idea of science processes and the potential benefits which would result are suggested. An approach to the definition of science processes based on variables and variable handling is outlined. It is argued that this should occur specifically in the context of educational practice. The processes should be elucidated within a taxonomy of tasks, the ultimate components of which should be interpretable and transferable skills. The development and utilization of such a taxonomy can most obviously occur in the context of assessment. The techniques of item banking and domain definition in domain‐referenced tests are then discussed in relation to the above issues. Multi‐dimensional labelling of an item bank is considered to be appropriate, and suggestive of a research programme for investigating the requirements of transferability and interpretability.

The labelling scheme resulting from an attempt to identify the significant dimensions of the age 15 Assessment of Performance Unit (APU) science item bank is reported. The paper indicates the effectiveness of the scheme and discusses the value of labelling those items within the assessment programme which draw heavily on the conceptual framework of taught science. A discussion of how the labelling scheme/item bank can be used in an attempt to identify the skills required in undertaking tasks based on science processes, and thus to develop tests of such identifiable skills for diagnostic and placement purposes in schools, concludes this paper.     

Adult learners in France in the 1960s: a socio‐historical approach to ‘the relationship to knowledge’

This paper uses a socio‐historical approach to explore the emergence in French theoretical literature in the mid‐1960s of a new notion, the ‘relationship to knowledge’ (rapport au savoir), and its success in the emerging field of professional adult education within the Complex of Nancy, France. The increasing use of this notion, first, in the research on adult pedagogy, and then, more generally, in educational research, will be used as a starting point in this paper to question the effects in France of the said research on the shift from teaching to learning from the late 1960s onward. Finally, this paper will present an attempt to compare ‘relationship to knowledge’ with ‘way of knowing’.     

Transnational treaties on children’s rights: Norm building and circulation in the twentieth century

During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this state of fact. National socio-legal developments have, of course, greatly inspired the authors of these treaties. However, the rights of the child assumed a new dimension in intergovernmental and non-governmental organisations, exchange platforms par excellence. This article seeks a better understanding of the circulation of children’s rights during the twentieth century, within the three above mentioned treaties. From an interdisciplinary and transnational perspective, the study aims to analyse the multiple facets of children’s rights and the origins of non-domestic influences in this international process. The article appraises the role of international and intergovernmental organisations. Based on archival data, it identifies the concepts, the institutions, the agents and the contexts that influenced the evolution of children’s rights. It shows how the genesis, the diffusion and the promotion of international treaties, as well as their subsequent regimes, structured the circulation of children’s rights.     

Different children’s perspectives on their learning environment

This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where children’s learning and development are considered to take place in a dynamic and ecological system. The reported results are based on interviews with 16 children, and observed teaching situations during the first year of primary school. Research among children demands special ethical considerations, such as how to avoid questions and interest from the researcher affecting the position of children being vulnerable in some way. The findings show that, within a group of children, facing a similar learning environment, there are significant differences between the experiences expressed. The findings presented support the importance of listening to children when planning educational settings. Listening to and taking into account the children’s different voices is an essential part of research and education that strives for inclusion, learning and well-being of all children.