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Scenes from a kindergarten classroom...

Polito, Theodora.

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Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom./
作者:	Polito, Theodora.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2262.
Contained By:	Dissertation Abstracts International51-07A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9033896

Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom.
Polito, Theodora.

Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom. - 143 p.

Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2262.

Thesis (Ed.D.)--Teachers College, Columbia University, 1990.

This dissertation is an examination of three discourse-texts which evolved over a hundred and fifty year period. Compositely, they have come to be known as the child-centered tradition within progressive education. All three discourse-texts are part of my history and have a compelling value to me which evokes my allegiance. I identify them separately as follows: (1) The theoretical discourse-text on "Play" and "Work." (2) The discourse-text on "Play" and "Work" created between 1967 and 1978 in a New York City Public School. (3) A discourse-text on "Work" and "Play" created during 1987-1988 in one kindergarten classroom in the above school.Subjects--Topical Terms:

1017530
Education, Early Childhood.

Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom.
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245 1 0 $a Scenes from a kindergarten classroom: Deliberations on "Work" and "Play" and "Play" and "Work" in the early childhood theoretical discourse and the discourse of an American kindergarten classroom.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2262.
500 $a Sponsor: Herve Varenne.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1990.
520 $a This dissertation is an examination of three discourse-texts which evolved over a hundred and fifty year period. Compositely, they have come to be known as the child-centered tradition within progressive education. All three discourse-texts are part of my history and have a compelling value to me which evokes my allegiance. I identify them separately as follows: (1) The theoretical discourse-text on "Play" and "Work." (2) The discourse-text on "Play" and "Work" created between 1967 and 1978 in a New York City Public School. (3) A discourse-text on "Work" and "Play" created during 1987-1988 in one kindergarten classroom in the above school.
520 $a I am motivated to reconstruct these three discourse-texts because discourse-text three--The Classroom Discourse--sets a reflective problem for me. It is here that the antithesis to the theoretical discourse appears. I describe how the classroom discourse is caught in a double-bind because it tries to act on the incompatible dual commitments of the theoretical discourse-tradition and of the common-sense culture.
520 $a I conclude that the metaphors of "Play" and "Work," which the tradition has left us, are no longer sufficient tools to create vital kindergarten classrooms. I do this only after re-enacting the theoretical discourse-text and the school discourse-text and seeing their full persuasiveness. Thus, I call for "metaphoric redescriptions" (Rorty, 1988) within the tradition by way of rethinking of its whole aim, in an attempt to determine what is most significant in it. I suggest that an expanded position would move towards a reconceptualization of another essential referent within this tradition. I name this referent human memory: both individual and cultural-historical. I conclude by pointing to the work of Kieren Egan as a place to begin a reconceptualization. His latest book Primary Understanding (1988) presents a careful argument which established orality by way of the story form as a powerful communicative media, holding untapped educative potential for the primary school.
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