Nicole’s mother is dead: death games, unruly stories, and what matters in preschool

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2020-12-24 DOI:10.1080/17457823.2020.1861956

S. Galman

引用次数: 1

Abstract

ABSTRACT This paper presents data from a multi-year ethnography of a rural preschool in the United States in which children engaged in substantial free and structured imaginative play. An unexpected parent death during the course of the data collection period was followed by a spate of death-related play and storytelling by the children, with varied adult reactions. These analyses explore this death play, problematise the adult responses to ‘inappropriate’ play and stories, and question the sanitised and curated nature of what play – and by extension what children – are valued and valorised in preschool. Implications for how children’s unruly or uncomfortable play is understood and acted upon by adults, and the complex importance of play in early childhood learning contexts, conclude the paper.

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妮可的母亲死了:死亡游戏，不守规矩的故事，以及幼儿园的重要事项

摘要本文提供了美国一所农村幼儿园的多年民族志数据，在该幼儿园中，孩子们进行了大量自由和结构化的想象游戏。在数据收集期间，父母意外死亡，随后孩子们进行了一系列与死亡有关的游戏和讲故事，成年人的反应各不相同。这些分析探讨了这种死亡游戏，质疑了成年人对“不恰当”游戏和故事的反应，并质疑了什么游戏的净化和策划性质——进而质疑了什么孩子——在幼儿园受到重视和重视。该论文总结道，这对成年人如何理解和处理儿童不守规矩或不舒服的游戏，以及游戏在幼儿学习环境中的复杂重要性有着重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.