Teaching and Learning about the Concept of “Nation” in a Preschool Classroom
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This study explores the concept of ‘nation’ circulating in a preschool classroom in Phoenix, Arizona. Particular concern is given to an investigation of how children make sense of national symbols, patriotism, race, and the geographical concept of nation as well as preschool teachers’ beliefs regarding children, education, and nation. Utilizing classroom observations and interviews with teachers and children, the study suggests that what guides teachers is knowledge on child development based on the conventional early childhood educational notion that the concept of nation is too abstract for 4-year-olds. However, interviews conducted with preschool children suggest that young children have complex and often surprisingly sophisticated understandings of nationhood and nationality, understandings they form by combining their life experiences with aspects of the social discourses that circulate in the larger society.
Abstract
This study explores the concept of ‘nation’ circulating in a preschool classroom in Phoenix, Arizona. Particular concern is given to an investigation of how children make sense of national symbols, patriotism, race, and the geographical concept of nation as well as preschool teachers’ beliefs regarding children, education, and nation. Utilizing classroom observations and interviews with teachers and children, the study suggests that what guides teachers is knowledge on child development based on the conventional early childhood educational notion that the concept of nation is too abstract for 4-year-olds. However, interviews conducted with preschool children suggest that young children have complex and often surprisingly sophisticated understandings of nationhood and nationality, understandings they form by combining their life experiences with aspects of the social discourses that circulate in the larger society.
참고문헌 (18)
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