Children's Intent Participation in a Pediatric Community of Practice

Children's strategies to handle cancer: a video ethnography of imaginal coping

“…During those practices, the staff members are child‐oriented; they consistently try to enlist the children as team members (Goffman ). In a series of ways, they secure the children's consent and their active participation in their own treatment (for an extensive discussion, see Rindstedt & Aronsson ).…”

Children’s socialization into the mobile preschool: a priming event collectively performed by novice children, ‘old-timers’, and pedagogues

“…In this light, the mobile preschool is regarded as a community of practice in which, in addition to following formal instructions, the novice children learn by intent participation (Rogoff et al 2007;Rindstedt and Aronsson 2012), actively observing the ongoing activities of adults and older, more experienced children. This is aligned with Corsaro and Molinari's (2000) theorization regarding children's collective participation in educational transitions as priming events, in which children by their very participation attend prospectively to ongoing or upcoming changes.…”

“…The pedagogues emphasized this by repeatedly asking the 'new old-timers' to 'help the new children understand how it is on the bus', in line with how Lave and Wenger (1991) described more experienced participants introducing newcomers. However, it also became obvious that the novices were not passive receivers of help and knowledge but also actively participated in this process by observing, listening, asking questions, and applying knowledge from other social arenas (Rogoff et al 2007;Rindstedt and Aronsson 2012). During the try-on day, children and pedagogues used various strategiesboth planned and improvisedto prime the novices for the mobile preschool practice.…”

“…Eve, an old-timer, started showing with body language how she ate while seated, and several of the newcomers smiled, imitating her body language and pretending to eat. Hence, the old-timers displayed and shared their knowledge and the novices were active in observing, imitating, and asking questions (Lave and Wenger 1991;Rindstedt and Aronsson 2012). Thereby, the novice children learned playfully from an older and more experienced child about meals in their new practice (Rogoff et al 2007;Corsaro 2018).…”

“…While watching, Emelie and other novices were simultaneously engaged in various activities, such as holding the offered hand of a pedagogue, asking questions, discussing what was happening, and staying near a newcomer or old-timer peer and a pedagogue they already knew. Staying near someone might seem passive, but when considered more closely, it does involve an active intent to participate (Rogoff et al 2007;Rindstedt and Aronsson 2012).…”