Dialogical Agency: Children's Interactions with Human and More-than-Human

Autor/in	Lawrence, Penny
Titel	Dialogical Agency: Children's Interactions with Human and More-than-Human
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 3, S.318-333 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lawrence, Penny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1600802
Schlagwörter	Interaction; Dialogs (Language); Interpersonal Communication; Childrens Attitudes; Young Children; Foreign Countries; Urban Areas; Observation; Child Behavior; Nonverbal Communication; Decision Making; Student Participation; Teaching Methods; Parent Participation; Early Childhood Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interaktion; Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Frühe Kindheit; Ausland; Urban area; Stadtregion; Beobachtung; Non-verbal communication; Nonverbale Kommunikation; Decision-making; Entscheidungsfindung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende
Abstract	This article addresses findings about knowing rather than assuming dialogical interactions between children. Understanding the nature of relation indicates the form of children's interaction within participatory pedagogy. During a Dialogical Approach to Observation two-year-old children, their parents and key person practitioners also enact participation together. The approach is based on Buber's relational ontology of dialogue between 'I and You'. Through interpreting the perceived attitude or regard for the other, the children are found to engage in openness before entering into mutuality in interactions, or not. There is evidence of dialogical agency in their decisions to enter dialogue and regard others as relevant. The extension of dialogue is found, beyond human interaction, to encompass materials and the environment itself. The interpretations have significance for the understanding of potential dialogical relations and for future engagement in dialogical participatory pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01