Index

Citation

Bourke, R., O'Neill, J. and Loveridge, J. (2024), "Index", Understanding Children's Informal Learning: Appreciating Everyday Learners (Emerald Studies in Out-of-School Learning), Emerald Publishing Limited, Leeds, pp. 171-175. https://doi.org/10.1108/978-1-80117-274-520241010

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Roseanna Bourke, John O'Neill and Judith Loveridge

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INDEX

Achievement outcomes

, 6, 114, 157

Achievement standards

, 6, 131

Activity

, 77

system

, 133

Adult conceptions of learning

, 10

Adulthood

, 19

Affect/emotion (CRISPA)

, 36, 43, 64, 68

Agency

, 16, 20

Agentic engagement

, 161

Ako Manga

, 11–12, 49–50, 111, 117–126, 146–150

Anti-colonialism

, 18

Aotearoa New Zealand

, 112–113

schooling context

, 160

Artefacts

, 36

Article 12 (UNCRC)

, 18, 158

Article 13 (UNCRC)

, 18

Assembly-line instruction (ALI)

, 28

Autonomy-supportive teaching

, 160–161

Belonging

, 73, 75, 78

Best Evidence Synthesis (BES)

, 114

Blended families

, 82–86

Boundary

, 12

Boundary crossing

, 159, 162, 165

Categories of description

, 43–45, 54–56

Change Laboratory process

, 49, 117

Child/childhood/children

, 7, 19

categories and dimensions of informal learning

, 56–64

as co-researchers

, 22–23

conceptions of informal learning

, 53, 55

consent

, 24–25

development

, 17

dimensions

, 64–68

everyday learning, researching

, 3–5

geographies

, 15

home and school

, 157–158

learning

, 6, 138–142

rights

, 18

social interactions

, 27

stories

, 158–159

strengths, breadth, depth, and variety of children’s informal learning

, 5–6

studies

, 15

teachers engage with CRISPA and CHAT

, 160–163

Children’s culture, relationships, identity, strategies, purpose, and affect or emotion (CRISPA)

, 11–12

and CHAT to expand learning

, 150–152

contingent use

, 119–122

framework

, 97

intentional use

, 123–125

melded use

, 122–123

teachers engage with

, 160–163

Children’s lives

, 15

in Aotearoa New Zealand

, 29–31

changing conceptions of children and participation in research

, 16–17

child consent

, 24–25

children as co-researchers

, 22–23

ethical and rights-based approaches

, 22

research about children

, 17–18

research with children

, 18–20

richness

, 25–29

supporting and scaffolding participation

, 23–24

Children’s Research Advisory group (CRAG)

, 44

Clandinin, J.

, 157

Classroom teachers

, 115

Co-researchers, children as

, 22–23

Code of conduct and standards for teachers

, 116

Collages and phenomenographic interviews with children

, 39–44

Communities of learning

, 116

Community (CHAT)

, 11–12, 36, 131

Conceptions

, 20, 40, 43–44, 54, 153, 160

Conceptions of learning

, 1, 11, 36, 53–54, 67, 98, 106, 132

Contemporary ideas about informal learning

, 96–97

Contribution

, 20, 28, 30, 46, 70, 78, 86, 101, 112, 161, 163

Critical psychology

, 18–19

Criticality

, 105–106

Cultural (practices, processes)

, 2, 9

Cultural competencies

, 115–116, 129

Cultural Historical Activity Theory (CHAT)

, 11–12, 36, 131

analysis

, 132

in context using cultural examples

, 145–150

in context using train ride example

, 144–145

generations

, 49

teachers engage with

, 160–163

Cultural responsiveness

, 115

Culture (CRISPA)

, 36, 43, 64, 68

Culture

, 19, 80, 96

Culture, relationships, identity, strategies, purpose, and affect/emotion (CRISPA)

, 36, 41, 65–68

examples

, 68–72

framework

, 53–55

Culture of teaching

, 111–112

Dimensions of informal learning (CRISPA)

, 36, 43, 64, 68

Durie, A.

, 8–10, 29–30

Engeström, Y.

, 16, 19, 48, 150

Ethical dilemmas

, 24

Ethical engagement

, 23–24

Ethical involvement of children

, 38–39

Ethical-based approaches

, 22

Ethnographic methods

, 36

Ethnographic research

, 25

Ethnographic semi-structured interviews at home and at school

, 40

Ethnography

, 25–26, 44–48

of everyday cognition

, 79

Everyday activities

, 5, 7, 43, 46, 55, 60, 99, 107, 109, 164

Everyday learning

, 2–3, 35, 131

(see also Intergenerational learning)

researching children’s

, 3–5

as systemic activity

, 133–136

Expansive learning

, 150–151

Extended family

, 5, 10–11, 42, 61, 66, 75–76, 81–82, 87, 89, 94, 96, 107, 131, 142, 164

Family (whānau)

, 4–5, 8, 10, 24, 28, 30, 38, 45, 48, 63, 68, 75, 125, 163

Family cultures

, 76–78, 100–101

Family elders

, 86–89

First-generation CHAT

, 133, 135, 144

Formal learning

, 2, 30, 106, 143

(see also Informal learning)

Funds of knowledge

, 76, 78, 126, 165

Generations

, 26, 28, 49, 63, 86, 92, 133

González, N.

, 78

Grandparents

, 7, 46, 48, 61, 63, 75, 79, 86–89, 101

Identity (CRISPA)

, 8, 10–11, 36, 43, 64, 68

Illeris, K

, 1, 76, 77

In-school

, 3, 4, 16, 72, 112, 116, 118, 135–136, 144

Informal learning

, 2–3, 27–28, 55, 95, 131

activities and strategies

, 98–100

basic skills and quantifiable outcomes

, 6–7

breadth, depth, and variety of children’s informal learning strengths

, 5–6

building relationships and opportunities to support reflexive discussions

, 107

changes in children’s understandings of

, 97–98

changes in parents’ understandings of child’s informal learning

, 103–105

contemporary ideas

, 96–97

criticality and reflexivity

, 105–106

emotions

, 102

framing book

, 10–12

framing research

, 7–10

imaging

, 107–108

learning as orientation towards life

, 102–103

learning within wider range of relationships

, 101–102

multimodal methods

, 106–107

researching children’s

, 3–5

sense of self and family culture

, 100–101

supporting children to make documentaries

, 107

as systemic activity

, 133–136

talking and listening to children

, 106

Informed consent

, 22, 24–25, 38, 147

Intentionality

, 5, 67, 97

Intergenerational learning

, 11, 75

blended families

, 82–86

family cultures

, 76–78

family elders

, 86–89

learning by observing or pitching

, 78–82

networked family learning

, 89–93

Intergenerational relations

, 11, 30, 75, 136, 145

Interview techniques with young children

, 40

Ka Hikitia

, 114, 117

Kapa Haka

, 71–72

Koro (grandfather)

, 87–89, 92, 101, 164

Learning

, 5, 41–43

approaches

, 97

communities/social networks

, 10, 29, 37, 166

in context

, 142–144

documentaries

, 48

by guided participation

, 77

about learning from children

, 163–165

as orientation towards life

, 102–103

in practice

, 77

stories approach

, 163

strengths

, 7, 35, 157

and teaching ‘in stream of action’

, 117–126

within wider range of relationships

, 101–102

Learning by observing and pitching in tradition (LOPI tradition)

, 28, 78–82

Learning out-of-school

, 119, 151–152

Lundy, L

, 4, 44, 160, 165

Māori

, 29–30, 115

Marton, F.

, 3–4, 40, 53–54

Mediated action

, 133, 142

Mediating artefacts

, 12, 129, 131–132, 142, 160

Mirrored approaches in research

, 36

Motivation

, 140

in context

, 142–144

Multi-modal methods

, 39, 106–107

National Standards

, 6, 114, 117–118, 121, 129, 138

Networked family learning

, 89–93

New Zealand Curriculum

, 115–116, 128

Object (CHAT)

, 11–12, 36, 131, 139

Official curriculum

, 3, 5, 108, 113, 115, 117, 127–128

Out-of-school learning

, 35, 136

Pacific

, 7, 38, 116, 118, 162

Participatory methods

, 15, 20

Partnership with schools

, 128, 130

Pedagogy

, 1, 30, 115–116, 127

Peer culture

, 27, 29

Pepeha

, 101–102

Pere, R.

, 8–9

Phenomenographic analysis process

, 43

Phenomenographic interviews

, 40

Phenomenographic methods

, 11, 36

Phenomenography

, 40, 53

variation theory

, 54

Piaget, J.

, 131, 133

Positive Behaviour for Learning programme (PB4L programme)

, 123

Professional learning and development (PLD)

, 36, 116

Purpose (CRISPA)

, 36, 43, 64, 68

Reflexivity

, 105–106

Relational agency

, 21, 31, 140–144

Relationships (CRISPA)

, 36, 43, 65–66, 101–102

Research about children

, 17–18

Research with children

, 18–20

interrelationships

, 21

Researchers

, 18, 21, 23, 25, 44, 48, 107

Responsibilities

, 37, 40, 60, 107

Rights-based approaches

, 22

Risk taking

, 62, 66–67, 135

Rogoff, B.

, 2, 16, 19, 25, 27–29, 77–78

Roles (CHAT)

, 11–12, 36, 131

Rules (CHAT)

, 11–12, 36, 131

Runaway objects

, 138–140

Second-generation CHAT

, 134, 136

Self-assessment

, 54

Sense of self

, 100–101

Situated learning

, 76, 80, 133

Social construction of childhood

, 18

Sociocultural environments

, 26

Sociocultural perspective

, 37

Sociocultural theories and methodologies

, 12, 16

Sociocultural theorising

, 11

Sociology of childhood

, 15

Stories to live by

, 12, 132, 157–159

Strategies (CRISPA)

, 36, 43, 64, 68

Student achievement

, 6, 111–112, 114, 116–117, 129

Student questionnaire

, 49

Student voice approaches

, 19

Student voice work

, 19

Subject (CHAT)

, 11–12, 36, 131

Tapasā Cultural Competencies Framework for Teachers of Pacific Learners

, 116

Tātaiako

, 117, 162

Te Reo Māori

, 30, 148

Te Whāriki

, 163

Teachers

, 36, 96

advisory services

, 114

engage with CRISPA and CHAT

, 160–163

professional development

, 113–114

working with

, 48–50

Teacher learning

, 11, 111, 125–126, 146–150

Ako Manga

, 117–126

in context

, 111–117

work

, 126–129

Teaching

, 4–5, 58, 79, 103, 112, 114, 119, 151

Teaching as inquiry (TAI)

, 116, 118, 122

Third-generation CHAT

, 37–38, 135, 150, 162

Tikanga

, 45, 63, 65

United Nations Convention on the Rights of the Child (UNCRC)

, 18–19

Universal conceptions of childhood

, 18–19

Unstructured child-led interviews

, 40

Variation theory

, 54, 142

Video-stimulated recall

, 20

Visual methodologies

, 44–48

Voice

, 16, 20

Vygotskian sociocultural understanding of learning

, 133

Vygotsky, L.

, 2, 16, 19, 37, 133, 142

Wellbeing

, 8, 10, 75, 93, 116, 164

Whānau (family)

, 9, 27

cultural narratives

, 10

YouTube

, 43, 45, 62, 66, 81, 100, 134