A cultural-historical analysis of concept formation in early education settings: Conceptual consciousness for the child or only the adult?

Abstract

SUMMARY The work of Vygotsky (1987) on everyday and scientific concept formation has provided a useful theoretical framework for considering the nature and connectedness of learning between the home and the early childhood centre. This paper will present the findings of an investigation which sought to examine the potential connections made between home and centres. Teacher narratives from eight experienced early childhood teachers were documented during professional learning about concept formation. Hedegaard's (2002) theorisation on the double move in teaching informed the analysis. In particular, the study sought to determine the active engagement of staff in relation to the conscious interlacing of both everyday and scientific thinking. The findings suggest that the participants of this study could not realise Vygotsky's important theoretical work on concept formation, and tended to take an inactive role in children's cognition.