Affirming children's dignity in their affective flow in play‐based science inquiry.
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| Title: | Affirming children's dignity in their affective flow in play‐based science inquiry. |
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| Authors: | Lee, Christine1 christinelee@seis.ucla.edu, Jen, Tessaly2, Lee, Sarah2, Keifert, D. Teo3, Enyedy, Noel2 |
| Source: | Anthropology & Education Quarterly. Jun2025, Vol. 56 Issue 2, p1-21. 21p. |
| Subject Terms: | *Elementary education, *School children, *Educators, Dignity, Scientific method |
| Abstract: | This paper investigates affect as part of children's sensemaking in the context of a play‐based mixed‐reality science learning environment. We build on theories of affect as disciplinary work by investigating the multiple layers of affect that are essential to children's scientific inquiry and to identify pedagogical moves that recognize, value, and build on this affect as integral to learning. Findings encourage educators to affirm children's dignities as scientific inquirers by validating children's diverse and affective resources in the learning process. [ABSTRACT FROM AUTHOR] |
| Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This paper investigates affect as part of children's sensemaking in the context of a play‐based mixed‐reality science learning environment. We build on theories of affect as disciplinary work by investigating the multiple layers of affect that are essential to children's scientific inquiry and to identify pedagogical moves that recognize, value, and build on this affect as integral to learning. Findings encourage educators to affirm children's dignities as scientific inquirers by validating children's diverse and affective resources in the learning process. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.70003 |
