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Supermodernity and the Early-Years Learning Environment

Barnett, Anthony (2012) Supermodernity and the Early-Years Learning Environment. In: Postgraduate Research Student Conference, 9th-10th May 2012, University of Gloucestershire.

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Abstract

Making the familiar strange is a recognizable aim of social research. The ‘enabling environment’ is a key area of interest for early-years practitioners. However, the early-years learning environment with its furnishings, resources and displays is familiar territory that can pass unnoticed precisely because of its familiarity. Can concepts of ‘non-place’ and Supermodernity provide an alternative yet accessible perspective that defamiliarizes the early-years setting? Do the binary themes of transit-residence, interchange-crossroads, passenger-traveller and housing estate-monument have parallels in early-years settings? The presentation will focus on examples from Reception/Nursery settings in the context of Auge’s concepts of ‘non-place’ and Supermodernity used as orienting concepts. Particular attention will be given to classroom displays and partition screens as a way of focusing attention on a range of themes including semi-private and relational space related to principles of early-years practice. The presentation will reflect on micro-events bringing spatial concepts into focus.

Item Type: Conference or Workshop Item (Paper)
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Uncontrolled Keywords: supermodernity, social research, Early Years learning environment
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Academic Departments > Institute of Education
Copyright Info: a.barnett@worc.ac.uk
Depositing User: Anthony Barnett
Date Deposited: 02 Jul 2015 12:52
Last Modified: 01 Jan 2016 01:00
URI: https://eprints.worc.ac.uk/id/eprint/3781

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