学前儿童同伴文化生成路径的民族志探究

Ethnographic Research on the Generation Path of Preschool Children’s Peer Culture

儿童同伴文化研究是儿童研究的重要分支,也是坚守儿童立场的体现,对于理解儿童本真世界具有重要价值。本研究采用民族志方法,深入3所幼儿园,探究儿童创造同伴文化的过程。结果发现3所幼儿园的儿童都基于各自生活的幼儿园环境,在与同伴交往的过程中创造出了一系列意义符号,其所形成的儿童同伴文化包含五项核心主题,分别是自我展现、友好相处、冲突分化、集体性的常规游戏、对班级规则的“二次调整”。儿童“自我”的成长是儿童同伴文化生成的内在源泉;同伴间的共同游戏是儿童同伴文化生成的核心动力;对成人文化的阐释性再构是儿童同伴文化生成的路径机制;幼儿园文化的包容性是儿童同伴文化生成的外部环境要素。儿童通过对社会生活的集体参与获得了所属文化的成员资格。儿童对成人世界信息与知识的创造性使用在生产同伴文化的同时也在不断更新、反哺成人文化,幼儿园应支持儿童同伴文化的生长。

Research on children’s peer culture is important to understand children’s world.The study used ethnographic methods to explore the creating process of peer culture among children in three kindergartens in China.It is found that based on the kindergarten environments,children create a lot of meaningful symbols and signs during their peer interaction,including five core themes:expressing oneself,friendship,conflict differentiation,collective routine play,and the“second adjustment”to class rules.For the generation of children’s peer culture,the growth of children’s self is the starting point,the common play among peers is the core power,the interpretative reproduction of adult culture is the path mechanism,and the inclusiveness of school culture is the important external environmental element.Through collective participation in social life,children obtain membership in their peer culture.At the same time,through the creative use of information and knowledge of the adult world,children are constantly updating and feeding back adult culture.Kindergarten should support children to create their peer culture.