El proceso de lectura conjunta de cuentos infantiles: estudio comparado en España y México
Before the shortage of investigations around the discursive mechanisms that promote the knowledge shared, it is done necessary to continue the investigation around the educational strategies that promote the construction joint of the knowledge among the students. Two teachers, under a same task of discussion, they assume different goals that are going to influence in the elaboration of diverse strategies of construction of the knowledge. This article themselves center in the process of joint elaboration of the information. For it: (1) We devise a categories of analysis that permit to deepen in the joint construction of the knowledge from the reading of stories; (2) We offer the description of diverse didactic sequences in function of this system of observation, and (3) We analyze and we compare the evolution of the strategies of interaction, unfolded in the two groups observed, by the teachers and on the part of the students. The sample is formed by two classes of two public schools of Burgos (Spain), and Tampico (Mexico). In each class 6 groups of 3 children are observed. The decision on what children they form part of each group has delegated itself in the teachers. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension. The knowledge limited of the world and of the human actions compromises directly the comprehension, and the shortage of communicative and narrative abilities complicates the recovery.
Analizando los discursos de las prácticas alfabetizadoras desde la perspectiva de la teoría de la actividad
The way of speaking at school can transmit ways of thinking and knowing and give structure to experience and knowledge. This study aims to describe and interpret the kind of discursive practices which can be constructed in a «literacy event», in this case a particular type of classroom discussion about a story. The study integrantes a Vygotskian perspective with the conversational approach proposed by Levinson. Following this approach, particular sequential moves in dispute and co-construction episodes are identified. This analysis was complemented by framing the task and the resulting data within the general background of Leont'ev theory of activity, and its recent applications to adult-child joint activity. The different components of this social event in early literacy, were interpreted according to tisis approach. The study hows the teacher and children can accomodate to each other and reciprocally appropiate different perspectives in a literacy event.
The Social Construction of Childhood: Child Care and Education Policies in Italy and the United States
Welfare states and their policies have come to define and shape childhood experiences. This paper compares policies in Italy and the United States on the care and education of children from birth to 10 years of age. The two countries differ both in the extent of government intervention and the criteria they use to single out groups with particular needs. There are two main consequences of these different approaches: first, differences in the perception of a normal child's experiences; and second, differences in the definition by which social rights are granted. Families in the two countries employ different resources and encounter unique limitations in defining and satisfying their children's needs.