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• W69884416 abstract "This study used a longitudinal qualitative approach to study children's acquisition of scripts for school learning in New Zealand. Participating in the study were four boys and four girls, 5 years of age. Children were observed in regular class activities in their first term in a new entrant classroom and 1 year later. Informal and semi-structured interviews were conducted to elicit children's perceptions of learning tasks. The theoretical constructs of scripts, metacognition, and peer scaffolding provided the theoretical framework for the data reduction process. Results indicated that school beginners viewed learning in terms of procedural matters and classroom routines. While the children's focus on procedures seemed to limit their awareness of learning, it did appear to facilitate their attempt to give and receive scaffolding. There was little awareness of the self as learner, and learning as a concept was largely associated with the teacher. In their second year, children's perceptions of learning reflected changes in classroom dynamics and teaching styles and a greater awareness of learning content and strategies. The findings suggested that children look for patterns in school and construct scripts for school learning which reflect the changing dynamics of classrooms, and that peer interactions provide opportunities for developing relationships which support emergent forms of scaffolding, including metacognitive assistance to peers. Results suggested that teaching practices need to support the construction of scripts for learning and not simply scripts for routines and procedures. (Contains 25 references.) (KDFB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office at Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it nor changes have been made to improve eproduction quality. Points of view or opinions stated in this document do not necessarily represent official . OERI position or policy. 10 SCRIPTS FOR LEARNING: REFLECTING DYNAMICS OF CLASSROOM LIFE Joy Cullen and Alison St George Massey University ABSTRACT This study focuses on children's acquisition of scripts for school learning. A longitudinal qualitative approach was adopted to study five year old children's first term in a new entrant classroom and their classroom experiences one year later. Children were observed in regular class activities. Informal and semi-structured interviews were conducted to elicit children's perceptions of learning tasks. School beginners viewed learning in terms of procedural matters and classroom routines. In their second year, children's perceptions of learning reflected changes in classroom dynamics and teaching styles and a greater awareness of learning content. Results suggest that teaching practices need to support the construction' of scripts for learning and not simply scripts for routines and procedures.This study focuses on children's acquisition of scripts for school learning. A longitudinal qualitative approach was adopted to study five year old children's first term in a new entrant classroom and their classroom experiences one year later. Children were observed in regular class activities. Informal and semi-structured interviews were conducted to elicit children's perceptions of learning tasks. School beginners viewed learning in terms of procedural matters and classroom routines. In their second year, children's perceptions of learning reflected changes in classroom dynamics and teaching styles and a greater awareness of learning content. Results suggest that teaching practices need to support the construction' of scripts for learning and not simply scripts for routines and procedures. INTRODUCTION In New Zealand, children commence school on or near their fifth birthday. This continuous entry policy means that children enrol in classrooms in which more experienced learners are present. In this context, the process of how children adjust to school learning is likely to involve interactions with more experienced peers. Accordingly, it is likely that children's perceptions of school learning will reflect their incidental experiences with peers in addition to adult-structured learning experiences. From this perspective, the focus ofthe present study addressed two questions: (1) how do school beginners perceive the role of school learner, and (2) how do dynamics of classroom life affect changing perceptions of school learning? Contemporary cognitive perspectives on learning which emphasise the social and situated nature of learning (e.g., Forman, Minick & Stone, 1993; Rogoff, 1990) initially guided our decision to adopt a qualitative approach. Research in early childhood classrooms from anthropological and ethnographic perspectives (e.g., Klein, Kantor & Fernie, 1988; Hatch, 1990; Tammivaara & Enright, 1986) indicates that, in order to understand children's early school experiences on their own terms, it is important both to observe children in the natural classroom setting and to talk with them about their learning experiences. Several strands of cognitive research which related conceptually to the focus of the study further supported our major methodological orientation. In each of these areas, limitations of earlier workemphasised the value of adopting procedures which would capture the culture of a new entrant classroom and enable us to depict the richness of young children's early school experiences. During the 1980s, script theory was applied to the study of young children's social understandings. In this work, the concept of script referred to the schematic representations of repetitive, culturally-defined social events acquired by young children. Fivush (1984), for example, found that young children rapidly acquire scripts about routine events in classrooms. Script studies have been criticised because of their tendency to ignore both the influence of the social context on children's understanding and the contribution of individual participants to the development of social knowledge (Winegar, 1988). Winegar suggested that the concept of coconstruction more accurately described the contributions of environment and individuals to Journal for Australian Research in Early Childhood Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Volume 1 1996 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 j BEST COPY AVAILABLE" @default.
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• W69884416 title "Scripts for Learning: Reflecting Dynamics of Classroom Life." @default.
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