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Observing how meaningful and orderly...

Rivera, Eric Raymond.

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Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting./
Author:	Rivera, Eric Raymond.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3597.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234344
ISBN:	9780542881244

Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting.
Rivera, Eric Raymond.

Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting. - 202 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3597.

Thesis (Ph.D.)--University of California, Los Angeles, 2006.

Through a year long study using ethnographic field methods involving video and audio taped materials, this dissertation concerns the everyday interactions of Mexican-American children (3-5 years old) from low-income working class families (from southwest San Diego California) that naturally occur in a preschool setting. I argue that although there is much ambiguity in observing what children are doing, there are observable patterns of action that provide evidence that children engage in meaningful activities even when they do not directly interact with others. Furthermore I argue that these patterns of action also provide evidence that children engage in meaningful interactions with others. Finally I argue that similar patterns of action are observable when they engage in conflict with each other. Focusing on three lines of inquiry that involve (1) the narrative structure of conflict; (2) the interactive nature of conflict and (3) how bodies are used in conflict, I will address that children do engage in meaningful and orderly episodes of conflict and that these conflicts are observable to the children myself and other researchers. I will address how conflicts emerge when children mark them with expressions of anger. Children use their bodies in anger to demand to be understood by others. Furthermore they often collaborate with each other to do conflict and sometimes do conflict in ways similar to the ways that they engage in cooperative play with each other. As conflicts emerge and progress, children often become more aware of the presence of others, at times, even to the point that each child takes on a bit of the persona of the other. The children take on the perspective of others in their own actions and in doing so, achieve cooperative interaction with each other.

ISBN: 9780542881244Subjects--Topical Terms:

1017530
Education, Early Childhood.

Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting.
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100 1 $a Rivera, Eric Raymond. $3 1917958
245 1 0 $a Observing how meaningful and orderly activities are achieved: Video and ethnographic study of Mexican-American children's conflicts in a preschool setting.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3597.
500 $a Adviser: Jack Katz.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2006.
520 $a Through a year long study using ethnographic field methods involving video and audio taped materials, this dissertation concerns the everyday interactions of Mexican-American children (3-5 years old) from low-income working class families (from southwest San Diego California) that naturally occur in a preschool setting. I argue that although there is much ambiguity in observing what children are doing, there are observable patterns of action that provide evidence that children engage in meaningful activities even when they do not directly interact with others. Furthermore I argue that these patterns of action also provide evidence that children engage in meaningful interactions with others. Finally I argue that similar patterns of action are observable when they engage in conflict with each other. Focusing on three lines of inquiry that involve (1) the narrative structure of conflict; (2) the interactive nature of conflict and (3) how bodies are used in conflict, I will address that children do engage in meaningful and orderly episodes of conflict and that these conflicts are observable to the children myself and other researchers. I will address how conflicts emerge when children mark them with expressions of anger. Children use their bodies in anger to demand to be understood by others. Furthermore they often collaborate with each other to do conflict and sometimes do conflict in ways similar to the ways that they engage in cooperative play with each other. As conflicts emerge and progress, children often become more aware of the presence of others, at times, even to the point that each child takes on a bit of the persona of the other. The children take on the perspective of others in their own actions and in doing so, achieve cooperative interaction with each other.
590 $a School code: 0031.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Sociology, General. $3 1017541
650 4 $a Hispanic American Studies. $3 1017793
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690 $a 0626
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