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 mailto [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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