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.
Elaboración conjunta de inferencias a partir de cuentos infantiles
Apart from the explicit sources that allow information recovery, we noticed the increasing relevance of implicit information sources. This paper reflects on non-literal text information that can be inferred from clues or signs within the text inself. We have called it implicit text or inference because of the thinking process it encourages. During a year, we analyzed how two teachers played three tales by setting a joint discussion in groups of three children each. We noticed the increasing value of percentages in the group focused on text comprehension whereas percentages were much lower in the group that perceived comprehension as a secondary goal
Conversational Remembering and Family Relationships: How Children Learn to Remember
We analysed extracts from conversations between mothers and pairs of siblings aged between two and six years. Each conversation was recorded in their own homes by the mothers themselves, with no observer present, as they and their children looked through their collections of family snapshots. The analysis centres on the ways in which the mothers and children used the pictures as depictions of a shared past that could be constructed and communicated in conversation. The photographs gave rise to rich conversations, not only about the contents of the pictures, but also about contextual, recalled or inferred events and situations not depicted. These elaborated rememberings were based on a restricted set of related concerns, all of which are important dimensions of family biography - affective reactions, their justification and sharing, issues of personal identity and change, relationships with others, significant objects - all of which served as criteria of what was memorable, and of how particular memories led to others. The mothers especially were disposed to use the pictures as routes into these non-depicted elaborations, and in doing so demonstrated to their children some important principles of how to remember such as the criteria of memorability, the use of other people as a mnemonic resource, and the role of contextual inference and argument in constructing a jointly sensible version of the past. The `scaffolding' metaphor is discussed as an appropriate description of how the mothers demonstrated and communicated these things, while engaging themselves in the children's own efforts at remembering.