{"id":3398,"date":"2015-06-02T13:06:40","date_gmt":"2015-06-02T05:06:40","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3398"},"modified":"2015-06-02T13:06:48","modified_gmt":"2015-06-02T05:06:48","slug":"to-enter-childrens-world-an-ethnographical-inquiry-into-childrens-lives-in-kindergartens","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3398","title":{"rendered":"To Enter Children’s World: An Ethnographical Inquiry into Children’s Lives in Kindergartens"},"content":{"rendered":"

Shu-Fang Chen<\/strong>
\nDepartment of Early Childhood Education\u00a0National Taitung Teachers College<\/p>\n

The purpose of this project is to extend pre-service teachers’ understandings of the reality of children’s lives in kindergarten. Questions guided the inquiry are as follows: What do children do in the world? What are children’s beings in the world? How do children see the world? The fieldwork took place at 34 classrooms in 10 kindergartens in a suburban city in Taiwan. Data were collected from October 1999 to November 1999, in total 510 hours of fieldwork. Thirty-four senior students from an early childhood teacher education program were trained as participant observers. Instead of entering the class as an adult, students were asked to act like \u201ca child\u201d. Participant-observations and ethnographical interviews with children were conducted during the course of inquiry. Field notes, reflective journals, and analytical final papers as data sources were analyzed for themes.
\nSeveral significant themes emerged from the data. First, children’s perspectives of the world were explored. Second, the social and affective aspects of school lives were discussed. Third, the children were aware of the hardship moments when teachers practiced their control over children’s body and mind. Fourth, the action research project for pre-service teachers to play the role of the child had its pedagogical meanings. Finally, some ethnical and methodological concerns of conducting the kind of research with young children and suggestions for further studies were given.<\/p>\n

Keywords: pre-service teacher, ethnographical inquiry, early childhood teacher education, field experience<\/p>\n","protected":false},"excerpt":{"rendered":"

Shu-Fang Chen Department of Early Childhood Education\u00a0N …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[101],"tags":[],"class_list":["post-3398","post","type-post","status-publish","format-standard","hentry","category-101"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t