DC FieldValueLanguage
dc.contributor.authorKalessopoulou, Despina-
dc.contributor.authorSotiropoulou, Eleni-
dc.contributor.authorPsatha, Foteini-
dc.contributor.authorSidiropoulou–Kanellou, Tryfaini-
dc.date.accessioned2024-02-26T15:37:59Z-
dc.date.available2024-02-26T15:37:59Z-
dc.date.issued2023-06-26-
dc.identifierscopus-85163035021-
dc.identifier.issn17521807-
dc.identifier.issn1350293X-
dc.identifier.other85163035021-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1190-
dc.description.abstractThis article aims to provide insights of social justice awareness in young children’s pretend play (2–6 years old) involving shopping activities in the nursery and the children’s museum. Previous literature acknowledges the importance of grocery exhibits and relevant learning centres in the cognitive and socio-cultural development of children, but rarely addresses broader social justice issues. Educators’ narratives were analyzed using the Capability Approach to examine how children’s play experiences relate to Nussbaum’s central human functional capabilities. Thematic analysis indicated that interactions associated with payment transactions and budgeting concepts, healthy eating and consumerism, as well as cooperation in running the shop were instrumental in facilitating social justice awareness and developing a great variety of the central human capabilities. The nursery environment seemed to enable a more agentic stance and a stronger understanding of social justice-related issues, while practitioners’ prompts and an implicit pedagogical agenda towards active citizenship enriched play-based pedagogy with social justice objectives.en_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofEuropean Early Childhood Education Research Journalen_US
dc.subjectActive citizenshipen_US
dc.subjectCapability approachen_US
dc.subjectChildren’s museumen_US
dc.subjectPlay-based pedagogyen_US
dc.subjectPretend playen_US
dc.subjectSocial justiceen_US
dc.titleExploring social justice awareness in young children's shopping pretend play at ECEC settings and museumsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/1350293X.2023.2227366en_US
dc.identifier.scopus2-s2.0-85163035021-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume32en_US
dc.relation.issue1en_US
dc.identifier.spage55en_US
dc.identifier.epage70en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusnot verifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-6004-8274-
crisitem.author.orcid0000-0002-2712-4148-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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