The purpose of this study is to unveil how inclusion in contrast to exclusion, between children, is being exercised during unrestricted play. Furthermore, the study intends to highlight how educators discern how children are given equal opportunities regarding influence and participation during unrestricted play. The following questions arise as a resultant: How can we recognize the appearance of relationships among the children during unrestricted play? How do the educators acknowledge that the children have an opportunity to influence and participation in the unrestricted play?The theoretical assumption used in this essay is based on the sociocultural perspective and sociologist William Corsaro’s theory about peer culture. As a basis for the survey method, we have interviewed five educators that consisted of preschool teachers and caretakers. The observations were made by studying both the young and older children’s section which in turn provided a wide scope of data. In summary, the result from this study demonstrates that both inclusion and exclusion are present during children’s unrestricted play simply since these phenomena coexist and are dependent on each other. In addition, relationships among children surface during social interaction based on the children’s various peer affiliations created within particular peer culture. These relationships vary based on aspects like age and language. In conclusion, the opportunity for children to have influence during unrestricted play presents itself during negotiations of different roles and can also be seen through their actions during this type of play.

Syftet med studien är att undersöka hur förskollärare beskriver barns strategier i den fria leken. Med hjälp av semistrukturerade intervjuer och fenomenografisk analysmodell fick jag svar på mina frågeställningar. Det insamlade materialet har analyserat och diskuterats ifrån Corsaros teori och begrepp. Studien utgår också från Pihlgrens analytiska modell av aktivitetsmönster samt Tellgrens tillträdesstrategier och uteslutningsstrategier. Resultatet visar att förskollärna tycker det är viktigt att vara närvarande i barnens fria lek för att kunna se de olika tillträdesstrategierna och uteslutningsstrategierna som barnen använder sig av i leken. Majoriteten av förskollärarna i denna studie arbetar med regeln ”Alla får vara med”. Detta är en av dem olika strategierna som förskollärarna har observerat att barnen använder sig av i den fria leken. Resultatet visar därutöver att förskollärarna anser det är via leken som barnens språk, konflikthantering och gemenskap utvecklas. Förskollärarna beskriver att om man inte arbetar tidigt med gruppdynamiken kan det bli exkludering i skolåldern eller till och med i vuxen ålder. Det är därför viktigt att arbeta med detta så tidigt som möjligt. / The purpose of the study is to investigate how preschool teacher describe children’s strategies in free play. With the help of semistructured interviews and a phenomenographic analysis model, I got answers to my research questions. The collection of this material has been analyzed and discussed from Corsaro's theory and concepts. The study is also discontinued Pihlgren's analytical model of activity patterns and Tellgren's access and exclusion strategies. The results shows that preschool teachers think that it is important to be active in the children's free play in to see the different access strategies and exclusion strategies that the children use in the free play. The majority of preschool teachers in this study work with the rule "Everyone can participate". This is one of the different strategies that preschool teachers have observed that children use in free play. The result also shows that preschool teachers believe that it is through play that social interaction develops. The result also show that preschool teachers believe that the children's language, conflict management and community are developed through free play. If you do not work early with the group dynamics, the preschool teachers describe that there can be exclusion in school age or even in adulthood. It is therefore important to work with this as early as possible.

This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas. / Master of Science

A presente tese de doutorado tem como objetivo investigar as dimensões de uma Arte/Educação Humanista, dentro do universo da Creche/Pré-Escola Oeste da Universidade de São Paulo, trazendo como problemática o que em vista da diversidade e visibilidade na Creche/Pré-Escola Oeste que pode conferir-lhe o status de um patrimônio cultural e imaterial da USP e referência de Educação Infantil. Partindo da hipótese que o processo educativo, e os desdobramentos a partir dos projetos de trabalho, como ambientes de aprendizagem pela Arte, contribuíram para a formação das crianças, famílias e educadores, com um perfil de protagonistas culturais dentro de um processo de reprodução interpretativa e criativa, por meio da Cultura de Pares. A tese relata algumas propostas pedagógicas educativas em comunhão com a Arte, tomando também a investidura política em luta pela reabertura de seu espaço, após o fechamento arbitrário pela reitoria da USP em janeiro de 2017. Optou-se pela metodologia de pesquisa qualitativa a partir de um estudo de caso de caráter exploratório e analítico, mediante o contexto em que a Creche Oeste, como objeto de pesquisa, se encontra imerso. Foi escolhido o sistema Imagem Watching de Robert Ott para a condução da narrativa do pensamento, para externar o conhecimento organizado sobre a Creche Oeste, analogamente ao processo de apreciação de uma obra de arte, apontando pressupostos e sugestões para um arcabouço teórico de referenciais da Criança e da Infância. / The present thesis aims to investigate the dimensions of an Art / Education Humanist, within the Nursery/Pre-School Creche Oeste of the Universidade de São Paulo, bringing as problematic considering the diversity and visibility in the Nursery/Pre-School Creche Oeste, that confers the status of a cultural and immaterial heritage of USP and reference of Early Childhood Education. Given the hypothesis that the educational process, and the unfolding of work projects, as learning environment by the Art, contributed to the children, families and educators formation, with a profile of cultural protagonists within a process of interpretive reproduction and creative, through the culture of peers. The thesis reports some educational pedagogical proposals along with the Art, also taking into account the political investiture in a fight for the reopening of its space, after the arbitrary closure by the rectory of the USP in January of 2017. The methodology of qualitative research was chosen from a study-case of exploratory and analytical characteristics, in which the Creche Oeste, was chosen as the research object. The Robert Ott\'s Image Watching system was chosen to conduct a narrative construction, to extern the organized knowledge about the Creche Oeste, similarly to the appreciation process of artwork, pointing out assumptions and suggestions for a theoretical framework references of Children and Childhood.

This study explores the peer group understandings of five male friends between the ages of six and eight years and seeks to examine the ways in which the group’s social dynamics interact to define, regulate and maintain dominant and collective understandings of masculinities. Within a self-selected affinity context, and drawing on their lived and imagined experiences, the boys’ enact and interpret their social worlds. Adopting the principles of ethnography within a framework of feminist poststructuralism and drawing on theories of ‘groupness’ and gender(ed) embodiment, the boys’ understandings of masculinities are captured and interpreted. The key analytic foci are directed towards examining the role of power in the social production of collective schoolboy knowledges, and understanding the processes through which boys subjectify and are subjectified, through social but also bodily discourses. The boys’ constructions of peer group masculinities are (re)presented through a narrative methodology which foregrounds my interpretation of the group’s personal and social relevances and seeks to be inductive in ways that ‘bring to life’ the boys’ stories. The study illuminates the potency of peer culture in shaping and regulating the boys’ dominant understandings of masculinity. Within this culture strong essentialist and hierarchical values are imported to support a range of gender(ed) and sexual dualisms. Here patriarchal adult culture is regularly mimicked and distorted. Underpinned by constructions of ‘femininity’ as the negative ‘other’, dominant masculinities are embodied, cultivated and championed through physical dominance, physical risk, aggression and violence. Through feminist poststructural analysis which enables a theorising of the boys’ subjectivities as fluid, tenuous and often characterised by contradiction and resistance, there exists a potential for interrupting and re-working particular masculinities. Within this framework, more affirmative but equally legitimate understandings and embodiments can be explored. The study presents a warrant for working with early childhood affinity groups to disrupt and contest the dominance and hierarchy of peer culture in an effort to counter-act broader gendered and heterosexist global, state and institutional structures. Framing these assertions is an understanding of the peer context as not only self-limiting and productive of hierarchies, but enabling and generative of affirmative subjectivities.

This thesis examines how very young children (1-3 years) organize participation during naptime, a recurrent activity of everyday life in preschools. Focus is on how these children practice their social and cultural understandings of the local order and thus establish various local orders as part of how they shape their peer cultures and the routines of the naptime. An ethnomethodological and conversation analytic (EM/CA) perspective is used to explore the organisation of the local orders oriented to by the children in their participation during naptime. A special interest is directed at how small children use embodied actions and various semiotic resources as they actively take part in this preschool routine. The data, collected during fieldwork with participant observations, consist of video recordings and field notes. The recordings are analysed using EM/CA methods, including detailed attention to embodied features of interaction along with spatial and material arrangements. Transcriptions of interaction comprise representations of both verbal and visual aspects, e.g. gestures, gaze and movement through the room. The study shows that naptime involves more than sleep. It is demonstrated how very young children, through interaction with each other and the pedagogues, are active agents in sustaining, creating, re-creating and challenging the local orders of naptime. Through embodied actions and the use of various semiotic resources, the children are able to create time and space for their own peer cultures within this institutional routine. Overall, the study sheds light on the sophisticated ways in which very young children use their knowledge of cultural and institutional routines – the spatial organisation of sleep mattresses, artefacts (e.g. blankets, pacifiers and soft toys) and the sequential structures of the naptime – to constitute spaces for play and joyful interaction with peers and pedagogues. In spite of their sometimes limited vocal language, these very young children are able to use a variety of semiotic resources to constitute their own social life within naptime, often through secondary adjustments to institutional and adult structured order.

I Läroplan för förskolan, Lpfö 18 (2018) beskrivs leken som grundläggande för barns lärande, utveckling och välbefinnande. Däremot uttrycks det inte i läroplanen hur begreppen inkludering och exkludering bör kopplas till barns lek samt hur detta kan prägla såväl barngruppen som leken. Utifrån detta resonemang är syftet med denna studie att undersöka hur inkludering och exkludering yttrar sig mellan barn i den fria leken samt lyfta fram förskolans förebyggande arbete gällande utanförskap. Detta även genom att studera förskollärarnas agerande i förhållande till begreppen inkludering och exkludering i barns fria lek. För att besvara syftet är studiens frågeställningar följande: 1. Hur yttrar sig inkludering och exkludering i förskolans rådande barnkultur i den fria leken? 2. Vilka strategier används av barn för tillträde samt exkludering i den fria leken? 3. Hur agerar barnen om förskolläraren avbryter en pågående fri lek? 4. Hur yttrar sig förskollärarens agerande under barns fria lek, utifrån ett inkluderande och exkluderande perspektiv?   I studien används en kvalitativ metod, i form av observationer för att kunna skapa en inblick i det sociala samspel som sker i förskolemiljön. Detta fördjupas utifrån Corsaros barndomssociologiska perspektiv.   Studiens resultat visar att det förekommer en acceptans kring barns användande av såväl inkluderande som exkluderande situationer i den fria leken, genom exempelvis användandet av tillträdesstrategier. Vidare visar resultatet att förskollärarens agerande och närvaro vid barns fria lek både kan ha en positiv och en hämmande inverkan på barns inkludering och exkludering av varandra.

[pt] Infância e escolarização são o foco dessa tese que se situa no campo da educação, com interlocução com a filosofia, a sociologia e a política. Com o objetivo de investigar a experiência da infância nas instituições, apoia-se, nos estudos da filosofia, especialmente no trabalho de Walter Benjamin e seu conceito de infância e de experiência; na sociologia da infância, campo marcado pelo reconhecimento da infância como construção social, componente da cultura/ sociedade, forma estrutural que não desaparece, e as crianças, atores, produto e produtoras dos processos sociais; e na análise do contexto político que envolve as práticas de institucionalização das crianças, tendo como inspiração os referenciais analíticos propostos por Ball e Mainardes (2001, 2006, 2011). O campo empírico foi construído a partir do banco de dados referente à observação em vinte e uma instituições de educação infantil da cidade do Rio de Janeiro no período de 2005 a 2008. O exame do material compreendeu um duplo movimento. O primeiro foi a análise panorâmica dos dados que evidenciou que independentemente do formato de institucionalização das crianças (se frequentam creches, pré-escolas ou turmas de pré-escola em escolas de ensino fundamental) a experiência de infância se dá no encontro entre os processos individuais e coletivos resultantes das relações das crianças com seus pares, com adultos, com os objetos, com a cultura/história, com a sociedade e com a natureza. Pode ser percebida através da observação das suas formas de apropriações, reproduções e reinvenções do mundo, assim como de seus modos próprios de interpretá-lo e de se relacionarem entre si, através da criação de regras, normas e expectativas que conduzem não só as ações pessoais, como o contexto em que estão inseridas, através da circulação que se dá na cultura de pares. O segundo movimento, teve nova orientação, na qual se buscou outra perspectiva de leitura e apropriação dos dados. Nela, o objetivo foi o enquadramento das situações que envolveram crianças e adultos em uma modalidade de atendimento educacional específica, para tal o contexto selecionado foi o das Pré-escolas exclusivas. Como conclusão destaca-se que a experiência de infância das crianças das pré-escolas observadas se materializa (1) na construção da identidade de ser criança, que ocorre em diálogo com o que concebem como ser adulto. (2) na aprendizagem do ofício do aluno (3) e no desafio do pertencimento a um grupo, pertencimento provocado pela inclusão das crianças um espaço público, compartilhado, onde desenvolverão suas culturas de pares. / [en] Childhood and schooling are the focus of this thesis that lies in the field of education, with dialogue with philosophy, sociology and politics. In order to investigate the experience of childhood in institutions, relies, in the studies of philosophy, especially in the work of Walter Benjamin and his concept of childhood and experience; in the sociology of childhood, marked by recognition of children as social construction, component of culture/society, structural form that does not disappear, and children, actors, and producers of social processes; and in the analysis of the political context surrounding the practices of institutionalization of children, taking as inspiration the analytical benchmarks proposed by Ball and Mainardes (2001, 2006, 2011). The empirical field was built from the database concerning observation in twenty and one early childhood institutions of the city of Rio de Janeiro during the period from 2005 to 2008. The examination of the material comprised a double movement. The first was the panoramic analysis of the data showed that regardless of the format of institutionalization of children (if attending daycare centers, preschools or preschool classes in elementary schools) childhood experience takes place in the encounter between the individual and collective processes resulting from the children s relationships with their peers, with adults, with objects, with the culture/history, with society and with nature. Can be perceived through the observation of their appropriations forms, reproductions and reinvention of the world, as well as their own modes of interpreting it and relate to each other, through the creation of rules, norms and expectations that lead not only to personal actions, as the context in which they are inserted, by means of the circulation that occurs in pairs. The second movement , had new approach, in which it sought another perspective of reading and ownership of the data. In it, the goal was the framing of situations involving children and adults in a specific educational service mode, the selected context was the exclusive preschools. As a conclusion is that the childhood experience of children of preschools observed materializes (1) in the construction of the identity of being a child, that takes place in dialogue with what they regard as being an adult. (2) in learning the craft of the student (3) and in the challenge of belonging to a group, the inclusion of belonging children a public, shared space, where will their cultures of pairs. / [fr] L enfance et et la scolarisation de l enfant sont l objet de cette thèse, qui se pose dans le domaine de l éducation en dialogue avec la philosophie, la sociologie et la politique. L objectif central a été de comprendre l experience de l enfance au sein des établissements d enseignement; est basée sur la contribution teórique des études de la philosophie, en particulier le travail de Walter Benjamin et son concept de l enfance et de l expérience; de la sociologie de l enfance, champ marqué par la reconnaissance de l enfance comme une construction sociale, un élément de la culture / société, catégorie qui ne disparaît pas, et les enfants, acteurs, producteurs et le produit de processus sociaux ; et de l analyse du contexte politique qui entoure la pratique de l institutionnalisation des enfants en prenant comme source d inspiration les points de référence proposées par Ball et Mainardes (2001, 2006, 2011). Le terrain a été construit à partir de la base de données concernant l observation dans vingt et un établissements scolaires de la ville de Rio de Janeiro de 2005 à 2008. L analyse des données a suivi un double mouvement. Le premier a été la méta-analyse des données. Les données ont révélé que quel que soit le format de l institutionnalisation des enfants (s ils fréquentent des crèches, les maternelles ou des classes maternelles dans les écoles primaires) l expérience de l enfance se produit dans la rencontre entre les processus individuels et collectifs résultant des relations de l enfant avec ses pairs, avec les adultes, avec des objets, avec la culture / histoire, la société et la nature. Peut être perçu par l observation de leurs formes d appropriation, des reproductions et des réinventions du monde, ainsi que leurs propres façons de l interpréter et de rapporter les uns aux autres par la création de règles, de normes et d attentes qui conduisent non seulement actions personnelles, mais aussi le contexte dans lequel ils opèrent, par le mouvement qui se produit dans la culture des pairs. Le deuxième mouvement, dans laquelle il cherchait une autre perspective de la lecture des données, a été pour but de comprendre les situations vécues par les enfants dans une réalité spécifique, le contexte des écoles maternelles. En conclusion, il est souligné que l expérience de l enfance des enfants de la maternelle observée se concrétise (1) dans la construction de l identité dêtre un enfant, ce qui se produit dans le dialogue à ce qu ils conçoivent comme un adulte; (2) dans l apprentissage du métier d élève; (3) dans le défi de l appartenance à un groupe, appartenant causée par la prise des enfants dans un espace public, partagé où elles vont développer leurs cultures de pairs.

No description available.

À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations. / At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents.