Peer Culture and Adult-Child Relations

William A. Corsaro

Peer Culture and Adult-Child Relations

Data publikacji: 11.09.2017

Zeszyty Pracy Socjalnej, 2017, Tom 22, numer 2, s. 105-123

https://doi.org/10.4467/24496138ZPS.17.008.7315

Autorzy

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Tytuły

Peer Culture and Adult-Child Relations

Abstrakt

The article at hand addresses adult-child relations, comparing them in two settings – Italy and the United States. More specifically, I will be investigating family and community relations with the children and school institutions. A longitudinal ethnography in Italy, conducted with a colleague, permitted us to focus on the children’s transitions from preschool to elementary school and even into middle school. When comparing the Italian outcomes (where children normally stay in the same group with the same teacher) with my earlier work in American preschools (where children normally change groups and teachers), I became more aware of the vital role which teachers, parents, community leaders, and volunteers play in supporting the peer cultures of young children. Therefore, this article will share insights gathered by comparing my observations and experiences in Italy and the USA, looking first at teachers, then considering family members, and ultimately the general community. Among other things, special notice will be taken of time schedules, emotions and bonding, free play, field trips, civic engagement, etc. This discussion will close with some reflections on my own relationship with the children and my own contributions to their peer cultures in my role as a researcher, as an adult, and as a friend in their lives.

Słowa kluczowe

adult-child relations, peer culture, transitions, preschool, elementary school, community, participatory action research

Bibliografia

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Corsaro W.A. (2018). The Sociology of Childhood. 5th ed. Sage, Thousand Oaks, CA (in printing). Corsaro W. (2004). Peer culture and adult-child relations. “Stockholm Lectures in Educology”, 3. Stockholm University, Department of Education.

Corsaro W.A., Emiliani F. (1992). Child care, early education, and children’s peer culture in Italy, in: M.E. Lamb, K.J. Sternberg, C.-Ph. Hwang, A.G. Broberg (eds.), Child Care in Context. Lawrence Erlbaum Associates, Hillsdale, NJ: 81–115.

Corsaro W.A., Johannesen B. (2014). Collective Identity, Intergenerational Relations, and Civic Society: Transition Rituals among Norwegian Russ. “Journal of Contemporary Ethnography”, 43: 331–360.

Corsaro W.A., Molinari L. (2005). I Compagni: Children’s Transition from Preschool to Elementary School. Teachers College Press, New York.

Corsaro W.A., Molinari, L. (2017). Entering and observing in children’s worlds: A reflection on a longitudinal ethnography of early education in Italy, in: P. Christensen, A. James (eds.), Research with children: Perspectives and Practices. 3rd ed. Routledge, New York: 11–30.

Corsaro W.A., Nelson E. (2003). Children’s collective activities and peer culture in early literacy in American and Italian preschools. “Sociology of Education”, 76: 209–227.

Corsaro W.A., Rizzo T.A. (1988). Discussion and friendship: Socialization processes in the peer culture of Italian nursery school children. “American Sociological Review”, 53: 879–894.

Edwards C., Gandini L., Forman G. (eds.) (1998). The Hundred Languages of Children: The Reggio-Emilia Approach – Advanced Reflections. Ablex, Greenwich, CT.

Malaguzzi L. (1998). History, ideas, and basic philosophy: An interview with Lella Gandini, in: C. Edwards, L. Gandini, G. Forman (eds.), The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections, 2nd ed. Ablex, Norwood, NJ: 49–97.

Pontecorvo C., Fasulo A., Sterponi L. (2001). Mutual apprentices: The making of parenthood and childhood in family dinner conversations. “Human Development”, 44: 340–361.

Putnam R. (1996). The strange disappearance of civic America. “American Prospect”, 24: 34–50. Putman R. (2015). Our Kids: The American Dream in Crisis. Simon & Schuster, New York.

Informacje

Informacje: Zeszyty Pracy Socjalnej, 2017, Tom 22, numer 2, s. 105-123

DOI: https://doi.org/10.4467/24496138ZPS.17.008.7315

Typ artykułu: Oryginalny artykuł naukowy

Autorzy

William A. Corsaro

Indiana University, Bloomington Indiana, USA

Publikacja: 11.09.2017

Status artykułu: Otwarte

Licencja: CC BY-NC-ND

Udział procentowy autorów:

William A. Corsaro (Autor) - 100%

Korekty artykułu:

Języki publikacji:

Angielski

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