Knowing the rules: Discursive strategies in young children's power struggles

Jordan, Ellen; Cowan, Angela; Roberts, Jane

doi:10.1016/0885-2006(95)90011-x

Cited by 60 publications

(24 citation statements)

References 10 publications

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“…This preliminary pattern suggests that tattling might be an effective strategy wielded by high-status children for the purposes of resource defense. In this sense, selectively invoking adult-derived rules may be viewed as an effective ''discursive weapon'' for advancing personal agendas and attaining power (Jordan et al, 1995) in ways that do not violate rules against aggression. And because tattling may result in punishment for the ''offender,'' it may be considered in some cases as an act of aggression if the intent is to harm.…”

Section: An Evolutionary Perspective Of Enlightened Self-interestmentioning

confidence: 99%

Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective

Hawley

Geldhof

2012

Journal of Experimental Child Psychology

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Section: An Evolutionary Perspective Of Enlightened Self-interestmentioning

confidence: 99%

Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective

Hawley

Geldhof

2012

Journal of Experimental Child Psychology

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“…Moreover, there are several studies on children's use of power through classroom rules (see Jordan, Cowan & Roberts, 1995) and the ways in which children in preschools and child care settings contradict, challenge, or violate the adult-prescribed rules by "secondary adjustments" (Corsaro 1985(Corsaro , 1997(Corsaro , 2000.…”

Section: Research Questionsmentioning

confidence: 98%

“…Here the definition of a rule is adopted from Jordan, Cowan and Roberts (1995): rules are "prescriptions or prohibitions of behaviour that are universal in application, or at least are meant to apply equally to all individuals within a particular population" (Jordan, Cowan & Roberts, 1995, p. 340). In preschool educational practice, these rules are often called 'agreements' '.…”

mentioning

confidence: 99%

Rules and agreements — And becoming a preschool community of learners

Hännikäinen

2005

European Early Childhood Education Research Journal

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K The study presented here discusses rules and agreements in a preschool group from the viewpoint of the development of a community of learners. What kinds of rules and agreements exist in the preschool group, how they are articulated and how they are adopted at the beginning of the preschool year were the questions addressed in this small-scale ethnographie study. Three types of rules, often called agreements in preschools, were found in the group: conventional, moral and prudential rules. Conventional rules were mentioned and reJerred to most frequently, by both teachers and children~ The most typical way of articulating a rule was stating the rule or reminding others of it. Many rules referred to by teachers had to do with formal measures for maintaining group cohesion, thus directly contributing to the feeling of togetherness in the group and aiming at the development of a learners' community. However, .from the standpoint of adherence to rules and agreements only, the data suggested that during the first preschool term the group had not yet developed into a genuine community of learners. The children still had to learn that "everyone must have peace in which to play, learn and work"." in the target preschool the adoption of this rule was articulated as an important criterion for a true learners' community. RESUME:Le present article porte sur les r~gles et les" contrats au sein d'un groupe de jeunes enfants du point de rue du d~veloppement d'une communaut( d'apprenants. Les questions posOes au cours de cette analyse ethnographique gt petite ~chelle Otaient les suivantes: quels types de r~gles et de contrats existe-t-il clans un groupe prOscolair¢ comment sont-ils pos~s et comment sont-ils adopt6s en d~but d'annOe? Trois types de r~gles, souvent appelOes "contrats pr~scolaires ", ont ~tO trouv6s: des rOgles concernant les conventions, la morale et la s~curitO. Les mentions et r~j{rences relatives aux conventions se sont av~r~es les plus JPOquentes, chez les enseignants comme chez les enfants. La mani~re la plus typique de poser une rg'gle est son affirmation ou son rappel ~ autrui. De nombreuses r~gles, chez les enseignants, touchent aux mesures formelles pour maintenir la cohOsion du groupe, qui contribuent directement au sentiment de "togetherness '" (sentiment d'appartenance, d'Otre ensemble) et visent le d~veloppement de la communaut~ des apprenants. Cependant, en ce qui concerne l "adoption de ces rbgles et contrats, les donn~es indiqent que, pendant le premier trimestre, le groupe d'en[ants n 'est pas une vOritable communaut~ d'apprenants. Les enfants doivent encore apprendre que a tout un chacun doit avoir la paix pour jouer, apprendre et travailler ~. clans le cas precis de notre service pr~;scolaire, l 'adoption de la r~,gle est pos{e comme un crit~,re important d 'une vOritable communautO d "apprenants. ZUSAMMENFASSUNG." In diesem Artikel wird eine kleine ethnografische Untersuchung vorgestellt, die die Regeln und Vereinbarungen einer Vorschulgruppe aus dem Blickwinkel der Entwickhmg der Lernenden zu...

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“…Jill, Gail, and Sally's perceptions of the children's motivation behind rule-reminding is supported by a study conducted by Jordan, Cowan, and Roberts (1995). According to these researchers, children often invoke classroom rules for the purpose of personal gratification or self-protection rather than for the general good.…”

Section: Rule-remindingmentioning

confidence: 85%

Teacher perspectives on peer relation problems of young children

Moon

2001

Asia Pacific Educ. Rev.

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The purpose of this study is to investigate teacher perspectives on peer relation problems of young children. Examined are teacher definition of and assessment criteria for peer relation problems, and the most poignant peer relation problem perceived by teachers. Three experienced American preschool teachers are interviewed and observed for one year. It is found that the teachers define children's peer relation problems as part of developmental processes and individual differences. The teachers judge peer relation problems in terms of children's emotional well-being, intentions, and social skills, and perceive children's control of others as the most serious peer relation problem in the classroom. It is posited that the teachers' perspectives rely on the emotional and motivational bases of children's relationships with peers. The related issues are discussed and implications for teaching practices are provided.

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Knowing the rules: Discursive strategies in young children's power struggles

Cited by 60 publications

References 10 publications

Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective

Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective

Rules and agreements — And becoming a preschool community of learners

Teacher perspectives on peer relation problems of young children

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