Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Children's intent participation in a pediatric community of practice
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2012 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 19, no 4, 325-341 p.Article in journal (Refereed) Published
Abstract [en]

This study analyzes informal learning, drawing on video recordings of staff-child interaction in a pediatric unit. It is shown that even very young patients engage in intent community participation, carefully noting fine variations in examination and treatment practices. They orient to everyday routines in successively more complex ways, gradually acquiring novel repertoires of practices; advancing from nonverbal uptake to an active use of medical terminology, and to actively assisting staff members. Ultimately, the children themselves assume almost full responsibility for routine procedures. The unit had adopted partnership-oriented routines, and the doctors and nurses spent much time in securing the children's consent and participation in their own treatment. In contrast to much earlier work in pediatric settings which has shown children to be marginal participants; even the youngest patients were engaged, and they successively acquired a set of novel practices related to treatment procedures. Together with doctors and nurses, the children could be seen to form a community of practice. But community is not something fixed; instead it is seen as an emergent phenomenon, dependent on staff members' and children's mutual alignments and collaborative action. Learning is thus analyzed as a social and relational phenomenon.

Place, publisher, year, edition, pages
2012. Vol. 19, no 4, 325-341 p.
National Category
Pedagogy Psychology
Identifiers
URN: urn:nbn:se:su:diva-71060DOI: 10.1080/10749039.2012.663449ISI: 000309266900001OAI: oai:DiVA.org:su-71060DiVA: diva2:483717
Available from: 2012-01-25 Created: 2012-01-25 Last updated: 2017-12-08Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Rindstedt, CamillaAronsson, Karin
By organisation
Department of Child and Youth Studies
In the same journal
Mind, culture and activity
PedagogyPsychology

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 114 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf