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

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journal contribution
posted on 2019-01-01, 00:00 authored by Karen GuoKaren Guo, Kiyomi Kuramochi
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.

History

Journal

International journal of education

Volume

11

Issue

2

Pagination

108 - 108

Publisher

Macrothink Institute

Location

Las Vegas, Nev.

eISSN

1948-5476

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Macrothink Institute