Children's social identities

Bennett, Mark

doi:10.1002/icd.741

Cited by 27 publications

(31 citation statements)

References 53 publications

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“…'Row, row, row', they chant, facing each other and rocking for a few beats before dropping hands and resuming their play. The sense of 'we' (Bennett 2011) is evident in their spontaneous response.…”

Section: Methodology and Designmentioning

confidence: 98%

“…Chloe shows the cognitive dimension of togetherness (Rayna 2001) not only through her knowledge of the conventional actions of this song but also through her ability to 'translate' some of these with the bear. Her response, and those of all the children in this singalong, demonstrates how participation in collective games can lead to the development of working co-operatively in groups, which supports a sense of belonging (Bennett 2011).…”

Section: Methodology and Designmentioning

confidence: 98%

“…Children's interactions and relationships support their sense of belonging, which in turn supports the development of social identity: a sense of self in relation to others (Bennett 2011). Identity development begins in infancy through nurturing relationships.…”

Section: Introductionmentioning

confidence: 98%

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‘Row, row, row your boat’: singing, identity and belonging in a nursery

Niland

2015

International Journal of Early Years Education

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The concept of belonging is widely recognised as a fundamental part of human development and a key element of early childhood curricula. The research presented here explores the role of singing in the development of children's sense of belonging in a day nursery for children aged from six months to two years. The research design incorporated ethnography and portraiture, an approach to narrative inquiry. Data were collected over seven months, with the researcher adopting a participant observer role during regular visits to the nursery. Observation and interpretation of singing focused on relationships between children and adults and between peers. Themes of identity, togetherness, intersubjectivity and communicative musicality were identified in the analysis of data. The portrait shows the intrinsically interactive nature of singing, providing rich evidence of ways in which singing both supports and reflects the children's relationships and hence their sense of identity and belonging. This research contributes to literature on the musical lives of infants and toddlers that supports the value of music, especially singing, in early childhood.

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Section: Methodology and Designmentioning

confidence: 98%

Section: Methodology and Designmentioning

confidence: 98%

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‘Row, row, row your boat’: singing, identity and belonging in a nursery

Niland

2015

International Journal of Early Years Education

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“…Dans les deux cas on observe inévitablement un mécanisme d'inclusionexclusion basé sur des caractéristiques physiques telles que le sexe, l'ethnie, l'âge (Bennett, 2011 ;Crisp, Hewstone et Rubin, 2001 ;Kerzil et Gonin, 2005) ou d'autres plus spécifiques comme le niveau socioéconomique, la religion, l'état de santé. En ce qui concerne le handicap, il constituerait également une caractéristique de base de différenciation (Brewer et Brown, 1998 ;Murdick, Shore, Chittoran et Gartin, 2004).…”

Section: Représentation Sociale Et Altéritéunclassified

Confrontation au handicap et évolution de la représentation sociale de l’altérité des collégiens

Harma

2017

psyedu

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Les frontières entre scolarité classique et spécialisée tendent à s’effacer depuis que la scolarisation des élèves handicapés dans le circuit scolaire ordinaire est posée comme une priorité nationale. Côtoyant quotidiennement des élèves handicapés, les élèves des classes ordinaires sont confrontés à cette forme d’altérité. Ainsi, cette recherche a pour objectif d’étudier la représentation sociale de l’altérité des élèves issus de collèges scolarisant des élèves handicapés et de repérer la place occupée par le handicap. L’évolution de cette représentation en cours d’une année scolaire et l’effet du contact (appartenir à une classe qui scolarise ou non un élève handicapé) ont été particulièrement étudiés. Cinq cent quarante-neuf (549) élèves de 6° et de 5° (10-14 ans) ont répondu au même questionnaire en début et fin d’année scolaire (représentation sociale initiale c. finale). Les résultats montrent que la représentation de l’altérité renvoie à trois grandes catégories : les traits de personnalité ou attributs physiques (46%), les normes sociales (28%) et le handicap (15%). Seul le handicap est un élément central de la représentation en début d’année. Cependant, celui-ci s’accompagne d’autres termes relatifs aux normes sociales en fin d’année (être pauvre et langue parlée). Plus encore, cette évolution dépend du type de contact entretenu avec le handicap (direct ou indirect). Au total, malgré une scolarisation commune des élèves handicapés et non handicapés, il semblerait que le handicap soit toujours considéré comme une caractéristique de l’altérité.

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“…The different studies on the self-have given rise to variations in the concept of the self. There is ongoing research in traditional areas which inlcude the personal self (Bennett, 2011), the social self (Forgas & Williams, 2003;Mead, 1913), the true self (Miller, 1991) and self-concept (Kim, Chiu, Cho, Au, & Kwak, 2014;Gaertner, Sedikides, & O'Mara, 2008). The most interesting developments in relation to the self are in the neuroscience area (Ng, Ha, & Lai, 2010;Schmeichel, Vohs, & Baumeister, 2003) and in its implementation relative to physical health (Hardie, Critchley, & Morris, 2006;Logel & Cohen, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Self of Sundanese Ethnic: Interdependent Construal and Religious Self

Hanggarani Ninin

2015

ASS

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This paper aims to introduce the religious self-viewed from the Indonesian context. Indonesia is a large country with diverse ethnic groups and the study seeks to investigate the self in relation to ethnicity. Specifically, the study examines the Sundanese ethnic group that has relatively few sub-groups compared with others found on the archipelago. The study undertakes a conceptual analysis to illustrate the religious self. In this regard, the social and cultural factors are examined to enable a proper account of the religious self, particularly in Indonesia. Relevant empirical evidence is presented to support and explain the religious self-concept. The study further presents a comparative analysis with previous self-concept studies. Finally, the paper concludes with a discussion on the direction of future research on the religious self.

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Children's social identities

Cited by 27 publications

References 53 publications

‘Row, row, row your boat’: singing, identity and belonging in a nursery

‘Row, row, row your boat’: singing, identity and belonging in a nursery

Confrontation au handicap et évolution de la représentation sociale de l’altérité des collégiens

The Self of Sundanese Ethnic: Interdependent Construal and Religious Self

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