| Reference : Interaction rituals, emotions, and early childhood science: digital microscopes and c... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/50003 | |||
| Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom | |
| English | |
Wilmes, Sara  [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >] | |
| 2021 | |
| Cultural Studies of Science Education | |
| Springer | |
| 16 | |
| 373–385 | |
| Yes | |
| International | |
| 1871-1502 | |
| Germany | |
| [en] early childhood science ; multilingual ; plurilingual ; interaction rituals ; emotions ; joy ; science education | |
| [en] In her original article, “Identity, Agency and the Internal Conversations of Science and
Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in high-need urban schools. Olitsky (2021) utilizes Interaction Ritual Theory as a lens to examine a seldom viewed and even intimate aspect of teacher’s worlds, namely teachers’ self-talk. In this forum article I embrace the invitation extended by Olitsky, through an exploration of the interaction rituals that took place among students and a teacher working with digital microscopes in an early childhood classroom. I draw upon the theoretical lens of communitas to illuminate the power of collective joy that formed. Specifically, I will share two vignettes from a multilingual early childhood classroom to illustrate how teacher-guided and studentguided spaces afforded interactions that lead to the development of collective joy. I show how collective work with the microscopes allowed for joy and surprise to occur within a classroom of plurilingual students who are participating in their first schooled experiences of science. I conclude with a discussion of the power of student-driven instructional spaces as places for students working to learn science, and the language of instruction, to collectively experience joy as they explore. | |
| http://hdl.handle.net/10993/50003 | |
| 10.1007/s11422-019-09965-4 |
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