Abstract
How do children conceptualise their own development? From their point of view, what serve as constraints for their movements in time and space? The theoretical framework of the experiment described here was a cultural historical first person developmental perspective. The concept of transition is here put in use to capture the children’s experience of their movements with or against a dynamic, inviting and demanding socio-cultural landscape over time. An interpretation of children’s experience of their developmental timing with temporalities of the childhood landscape is presented.
Résumé
Comment les enfants conceptualisent-ils leur propre développement? De leur point de vue, qu’est-ce qui contraint leurs mouvements dans l’espace et dans le temps? Le cadre théorique de la recherche décrite ici est une perspective historico-culturelle, développementale et à la première personne. Le concept de transition est utilisé pour mettre en évidence l’expérience que les enfants ont de leurs mouvements, allant avec, ou à l’encontre de leur environment socioculturel et temporel, lequel est à la fois dynamique, invitant et exigeant. Une interprétation de l’expérience que les enfants ont de la temporalité de leur propre développement est présentée en rapport avec les temporalités caractérisant l’environnement de l’enfance.
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Hviid, P. “Next year we are small, right?” Different times in children’s development. Eur J Psychol Educ 23, 183 (2008). https://doi.org/10.1007/BF03172744
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DOI: https://doi.org/10.1007/BF03172744