Journal article

Asymmetries of knowledge between children and teachers on a New Zealand bush walk

Journal
Children Early childhood education Learning and teaching New Zealand
Description

Abstract

This article presents the analysis of a single case interaction between two preschool children aged four-years-old and their male early childhood teacher during a routine excursion to the New Zealand bush. The findings build on prior research that revealed how child-initiated enquiries orienting to an environmental feature in the outdoor space provoked an affiliated interaction with the teacher, or not. The current article suggests that, although early childhood education promotes a socio-cultural co-construction of knowledge, asymmetries of knowledge are often present in everyday practice. A call to investigate the interactional features of co-construction and scaffolding is recommended.

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