Are We Underestimating 2-Year-Olds? Recognising the Links between Schema and Mark Making, Implications for Future Pedagogy

Autor/in	Brierley, Julie
Titel	Are We Underestimating 2-Year-Olds? Recognising the Links between Schema and Mark Making, Implications for Future Pedagogy
Quelle	In: Journal of Early Childhood Research, 16 (2018) 2, S.136-147 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X17690194
Schlagwörter	Toddlers; Futures (of Society); Teaching Methods; Play; Freehand Drawing; Preschool Curriculum; Foreign Countries; Schemata (Cognition); Family Environment; Cognitive Ability; Educational Policy; Educational Research; Qualitative Research; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Drawing; Zeichnen; Ausland; Cognition; Schema; Kognition; Familienmilieu; Denkfähigkeit; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Beobachtung
Abstract	The findings from this study suggest that 2-year-old children regularly use mark making as a tool to further support their emergent thoughts and understanding of the world. The qualitative study of three 2-year-old children uses observations and informal interviews to construct narrative stories of their explorations and play both at nursery and home. Analysed against schema theory, the findings recognise the important links between 2-year-old children's emerging patterns of cognition, their schema and their mark making. Indicating and illustrating the high cognitive levels, 2-year-old children are capable of achieving resulting from their playful encounters with the world. This article supports Lazzari's call 'for a critical reconceptualization of the relationship existing between research and policymaking.' Only through refreshing the relationship between research and policymaking will we begin to alter the 'limited educational purposes of play and drawing in curriculum policies in England', and truly recognise the capabilities 2-year-old children naturally posses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01