Inside the learning assemblage: Japanese parents’ views of children’s learning and future possibilities

Guo, Karen and Kuramochi, Kiyomi 2019, Inside the learning assemblage: Japanese parents’ views of children’s learning and future possibilities, International journal of education, vol. 11, no. 2, pp. 108-108, doi: 10.5296/ije.v11i2.14771.

Attached Files
Name Description MIMEType Size Downloads

Title Inside the learning assemblage: Japanese parents’ views of children’s learning and future possibilities
Author(s) Guo, KarenORCID iD for Guo, Karen orcid.org/0000-0002-7362-5197
Kuramochi, Kiyomi
Journal name International journal of education
Volume number 11
Issue number 2
Start page 108
End page 108
Total pages 18
Publisher Macrothink Institute
Place of publication Las Vegas, Nev.
Publication date 2019
ISSN 1948-5476
Keyword(s) Japanese Parents
Children
Learning
Preschool
Assemblage Theory
Summary In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
Language eng
DOI 10.5296/ije.v11i2.14771
Indigenous content off
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, Macrothink Institute
Persistent URL http://hdl.handle.net/10536/DRO/DU:30126219

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Checking
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 39 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Mon, 15 Jul 2019, 19:46:24 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.