Studying the Construction of Socio-Cognitive Dispositions
Before they can read independently, most children (from all social backgrounds) share the reading of picture books with their parents. The fact that they learn to appropriate books before they are able to “decode” them challenges what is meant by reading as an activity, and leads us to study the con...
Shranjeno v:
| izdano v: | URI:https://journals.openedition.org/bssg, |
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| Glavni avtor: | |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
| Izdano: |
Biens Symboliques / Symbolic Goods
2021
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| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Izvleček: | Before they can read independently, most children (from all social backgrounds) share the reading of picture books with their parents. The fact that they learn to appropriate books before they are able to “decode” them challenges what is meant by reading as an activity, and leads us to study the construction of the socio-cognitive dispositions that it involves, as well as their variations between families. Rather than focusing on results, this article emphasises the conception of this research and the interdisciplinary importations it operates in understanding these dispositions and their construction. This research borrows from different specialisations within sociology (of culture, and education in particular) as well as other disciplines or disciplinary specialisations such as the psychology of learning, didactics, narratology and literary studies. The integration of these importations into sociological reasoning involves costs and obstacles that must be overcome, but the article also discusses the benefits to be gained from this approach. |
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