Transitional activities: Children's projects in Finnish pre-primary education

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This chapter builds on three key theoretical premises of cultural-historical activity theory, namely that 1) human activities are object oriented (Leontiev, 1978; Engeström, 1999) and that 2) children’s learning and development are structured by the various opportunities offered and demands placed on them by different activities that constitute their everyday lives (Hedegaard & Fleer, 2012) and lastly that 3) the relative importance of various activities for children’s development between different historical periods and within ontogenesis changes (Beach, 1995). Within the broad frame of these premises, in this chapter we will explore the notion of children’s projects (Hilppö, 2017) and its theoretical and empirical relevance for the development of cultural-historical activity theory. More specifically, the focus in the chapter is on such projects as transitional activities and how they are related to more leading activities in children’s development like socio-dramatic play and school learning (Elkonin, 1972). Importantly, the chapter will explore how children’s projects emerge through children’s agency (Rainio, 2010; Rainio and Hilppö, 2017) and the opportunities these projects offer for supporting children’s learning and development. The theoretical arguments advanced in this chapter are illustrated with an example of a children’s project from a Finnish pre- primary education group. The chapter will conclude with a discussion about the role of Finnish early education and especially pre-primary education in the emergence of children’s projects.
Bidragets titel på inmatningsspråkSiirtymätoimintoja: lasten projektit suomalaisessa esikoulussa
Titel på gästpublikationQualitative Studies of Exploration in Education : Cultures of play and learning in transition
RedaktörerMarilyn Fleer, Mariane Hedegaard, Elin Eriksen Ødegaard, Hanne Værum Sørensen
Antal sidor12
FörlagBloomsbury Publishing
ISBN (elektroniskt)9781350199439
Status!!Accepted/In press - 10 jul 2021
MoE-publikationstypA3 Del av bok eller annan forskningsbok


  • 515 Psykologi
  • 516 Pedagogik

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