- Oct 2015
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newclasses.nyu.edu newclasses.nyu.edu
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he book reading has obviously been collabo-rative: The parents read the text, answer the child's questions, ask questions of their own, and point out interesting parts of the pictures that are notre-flected in the text
So far I've seen lots of connections to guided participation. The original interest--trains--was informed by the child, but further participation was structured by the parent. The child continues to show interest (at least for a while) and the parent provides a "facilitation approach" to guiding them, and much like the adult leaders in the youth activism groups, the parents provide guidance, resources, facilitate conversations, etc. The parents don't seem as likely to provide the apprenticeship or joint work method, probably because the interest is viewed more like a hobby--and a parent might not always see interest-based learning as quite as valuable as "highly specific forms of learning" (Azevedo) which is present in schools. So while the parent will support the child, it may not be at the level of apprenticeship/joint work method as discussed in Kirshner.
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Similarly, when adults provide causal explanations as chil-dren construct family-resemblance categories from novel instances, chil-dren are more accurate in categorizing subsequent instances (Krascum & Andrews, 1998). If adults do not provide such explanations or at least ex-plicitly prompt the child to generate their own explanations, it is unlikely that children will decide to do so on their own
Is this similar to the example of guided participation in YELL (the first group in the reading)? The adults there for support, following young person's lead and giving them the support they need when they need it?
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