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Young Children as Wayfarers: Learning about Place by Moving Through It.

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Title: Young Children as Wayfarers: Learning about Place by Moving Through It.
Authors: Hackett, Abigail
Source: Children & Society. May2016, Vol. 30 Issue 3, p169-179. 11p.
Subjects: Ethnology, Learning, Museums, Time, Field research, Body movement
Abstract: This article describes the walking and moving of young children around places. It is based on an ethnographic study of children aged between 24 and 36 months visiting a museum. Drawing on Ingold's (2007) concept of wayfaring, the author argues movement through place creates embodied, tacit ways of knowing and experiencing the world. This embodied and tacit knowledge is not well‐accounted for in dominant models of how young children learn. In this study, wayfaring both enabled the children to learn about places and routes, and led to the development of traditions, in which collective meanings and actions were attached to particular locations. [ABSTRACT FROM AUTHOR]
Copyright of Children & Society 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: Psychology and Behavioral Sciences Collection
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  Data: Young Children as Wayfarers: Learning about Place by Moving Through It.
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  Data: This article describes the walking and moving of young children around places. It is based on an ethnographic study of children aged between 24 and 36 months visiting a museum. Drawing on Ingold's (2007) concept of wayfaring, the author argues movement through place creates embodied, tacit ways of knowing and experiencing the world. This embodied and tacit knowledge is not well‐accounted for in dominant models of how young children learn. In this study, wayfaring both enabled the children to learn about places and routes, and led to the development of traditions, in which collective meanings and actions were attached to particular locations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Society 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/chso.12130
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 169
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      – SubjectFull: Ethnology
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Museums
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Field research
        Type: general
      – SubjectFull: Body movement
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      – TitleFull: Young Children as Wayfarers: Learning about Place by Moving Through It.
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              M: 05
              Text: May2016
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              Y: 2016
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