Learning becomes the main activity of the traditional school practice from first-year primary school, and children are required to develop a new set of skills, attitudes and knowledge in the new classroom arrangements. As a consequence, a variety of reactions can be observed in children, from engagement to struggle, resistance and rebellion. This chapter presents observation of children actively engaged in changing and creating conditions of learning and development and the role played by resistance in the learning process. Inspired by a sociocultural theoretical perspective, this chapter seeks to respond to this question by drawing from research on children’s transition to the first year of primary in two educational systems.
|Titel||Resistance in Everyday Life : Constructing Cultural Experiences|
|Redaktører||Nandita Chaudhary, Pernille Hviid, Giuseppina Marsico, Jakob Waag Villadsen|
|Status||Udgivet - 2017|
Cavada-Hrepich, P. (2017). Children’s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation. I N. Chaudhary, P. Hviid, G. Marsico, & J. Waag Villadsen (red.), Resistance in Everyday Life : Constructing Cultural Experiences (s. 203-222). Springer. https://doi.org/10.1007/978-981-10-3581-4