Camilla Kronqvist
Åbo Akademi University
This paper addresses the question of how to conceptualise the kind of difficulties students in early childhood education encountered in articulating their thoughts and in listening to others in the initial stages of a CoI. With examples from their course diaries, we illustrate what sense it makes to consider the thinking the CoI promotes as centrally embodied, extended, embedded and enacted. We consider their difficulties, not as external obstacles to expressing their thought, but as difficulties that are internal to thinking itself, in the sense that thinking implicates the skillful participation in a shared practice that involves us as embodied human beings, enculturated in a context that carries much of the meaning of our situation, engaged in activities that are centrally social, and dependent on interaction with others, who on a fundamental level shape what it is possible for us to think.
Keywords No keywords specified (fix it)
Categories No categories specified
(categorize this paper)
DOI 10.46707/jps.v7i.109
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 71,464
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

The Attentive Ear.Edvin Østergaard - 2019 - Journal of Aesthetic Education 53 (4):49.
Science in Early Childhood.Coral Campbell & Wendy Jobling (eds.) - 2012 - Cambridge University Press.
Overflowing Every Idea of Age, Very Young Children as Educators.Nina Johannesen - 2013 - Studies in Philosophy and Education 32 (3):285-296.
Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice.Andrea English - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):69-79.
Critical Thinking In Kindergarten.Marit Bøe & Karin Hognestad - 2010 - Childhood and Philosophy 6 (11).


Added to PP index

Total views
7 ( #1,072,226 of 2,520,784 )

Recent downloads (6 months)
1 ( #405,623 of 2,520,784 )

How can I increase my downloads?


My notes