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• W34445359 abstract "This thesis presents findings from an ethnographic, psychoanalytically informed researchproject which aimed to investigate the emotional context of young children's literacylearning in the final year of the infant school. Using psychoanalytic observationalmethods, data was gathered over a two year period in an inner city primary school. Theauthor undertook non-participant observation weekly in classroom settings, and also tookchildren of different abilities, singly and in pairs and triads, for individual teachingsessionsD. rawing on a mixture of ethnographica nd psychoanalyticp rinciples,observationatlr anscriptsw ere analysedt o generateg roundedc onceptualisationso fchildren's, and to a more limited extent, teachers', conscious and unconsciousrelationshipst o eacho ther and to the learning task. The classroomi s conceptualiseda s an'inter-psychic' psychosocialf ield which can be researcheqfr om a number of intersectingvantage points.The thesis reviews the relevant psychosocial literature and research on emotionality andchildren's literacy learning, together with post-Kleinian Object Relations theory asapplied to child and learnerd evelopment.I t discussesk ey methodologicald ebatessurrounding clinically and observationally based psychoanalytic research. The aims andmethodology of the study are discussed and situated in the context of these reviews. Thesix data chapters focus respectively on teachers, the task of literacy learning, strugglinglearners, high achievers and middle range achievers. In each chapter, selectedobservational reports across the time period of the research are presented, and apsychoanalytic account of emotional factors in the learning process is generated.The analysis reveals several key dimensions to the emotional life of an 'ordinary'classroom. Individual case studies show children struggling in relation to the task becauseof different degreeso f developmentalo r linguistic disadvantagec; hildren capableo fusing the 'literacy learning object' to engage in well sublimated imaginative learning andgrowth; and children using the arena of literacy learning to work through questions ofpower and gender. The emotional core of the teaching task is shown to centre on the useof authority to establish and maintain order and orderliness; and on a capacity forrecognition of children's different and shifting states of mind.The researchin dicatest he potential and the need for a range of emotionally sophisticatedcapacities in teaching staff if the complex balance between group learning and the needsof individual children is to be maintained. Additionally, the project constitutes a modestadvance in the development of professionally relevant psychoanalytic researchmethodology in micro-social settings" @default.
• W34445359 created "2016-06-24" @default.
• W34445359 creator A5023679178 @default.
• W34445359 date "2004-01-01" @default.
• W34445359 modified "2023-09-27" @default.
• W34445359 title "The emotional context of young children's literacy learning" @default.
• W34445359 hasPublicationYear "2004" @default.
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