Acquiring scripts about school life on entering the classroom age 5

Children coming to school will already have ideas about such things as teachers, the nature of school, and distinctions between play and work. This provides valuable information about the process of becoming a student. New Zealand research supports the notion that children may have different perception and agendas than teachers. For example, Patricia Berwick-Emms found differences in teachers’ and five-year-olds’ views about the meaning and importance of completing a task. She also found that the children may have their own varied agendas in class, which may not be the same as what the teacher expects or requires. These informal learning mechanisms, which are often associated with children’s social life, rather than purely academic concerns, have an important rold in shaping children’s responses to school and school learning.” (20)

Ref: Alison St. George and Joy Cullen (1999) ‘Social Life and Learning: Peer scaffolding in a new entrant classroom’ Early Childhood Folio 4, pp20-23


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
This entry was posted in Literate Contexts, Metaphors and Narratives around children and learners and tagged , , , . Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s