Children’s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation

Paula Cavada-Hrepich

doi:10.1007/978-981-10-3581-4

Children’s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation

Paula Cavada-Hrepich

Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review

1 Citation (Scopus)

Abstract

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.

Original language	English
Title of host publication	Resistance in Everyday Life : Constructing Cultural Experiences
Editors	Nandita Chaudhary, Pernille Hviid, Giuseppina Marsico, Jakob Waag Villadsen
Number of pages	19
Publisher	Springer
Publication date	2017
Pages	203-222
Chapter	15
ISBN (Print)	978-981-10-3580-7
ISBN (Electronic)	978-981-10-3581-4
DOIs	https://doi.org/10.1007/978-981-10-3581-4
Publication status	Published - 2017

Keywords

Transition to first-year primary school
Resistance
Learning processes

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10.1007/978-981-10-3581-4

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Cite this

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title = "Children{\textquoteright}s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation",

abstract = "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{\textquoteright}s transition to the first year of primary in two educational systems.",

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Children’s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation. / Cavada-Hrepich, Paula.
Resistance in Everyday Life : Constructing Cultural Experiences. ed. / Nandita Chaudhary; Pernille Hviid; Giuseppina Marsico; Jakob Waag Villadsen. Springer, 2017. p. 203-222.

Research output: Contribution to book/anthology/report/conference proceeding › Book chapter › Research › peer-review

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Children’s Resistance in the Emergence of Learning as Leading Activity: Playfulness in the Transformation of Spaces of Participation

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