Common knowledge between mothers and children in problematic transitions: How professionals make children’s motives available as a resource

Hopwood, N; Clerke, T

Common knowledge between mothers and children in problematic transitions: How professionals make children’s motives available as a resource

Hopwood, N

Clerke, T

Permalink

Publisher:: Bloomsbury
Publication Type:: Chapter
Citation:: Support for children, young people and their carers in difficult transitions: working in the zone of social concern, 2019, M Hedegaard & A Edwards (eds), pp. 43 - 66
Issue Date:: 2019

Closed Access

	Filename	Description	Size
	MHAE Transitions published.epub	Published version	1.36 MB	Unknown	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.author	Clerke, T	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	Support for children, young people and their carers in difficult transitions: working in the zone of social concern, 2019, M Hedegaard & A Edwards (eds), pp. 43 - 66	en_US
dc.identifier.isbn	978-1350052765	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137054
dc.description.abstract	Nick Hopwood Teena Clerke Children’s learning and development are interconnected with why and how they take part in practices in institutions (Hedegaard, 2008; Hedegaard and Edwards, 2014; Hedegaard, Edwards and Fleer, 2012) . The family is one such institution, comprising everyday settings that can be studied to understand the social situation of children’s development (Hedegaard, Fleer, Bang and Hvid, 2008) . Our interest is in how professionals help parents construct a social situation of development with the child. We examine three cases where transitions in the everyday practices of a family became a zone of concern and help was sought from professionals. This help was provided in institutional settings of a day-stay clinic, a parent education course and a toddler clinic. The potential of cultural-historical concepts in understanding interventions that straddle home and professional early intervention institutions is not yet fully realized.	en_US
dc.publisher	Bloomsbury	en_US
dc.relation.ispartof	Support for children, young people and their carers in difficult transitions: working in the zone of social concern	en_US
dc.relation.isbasedon	10.5040/9781350052796.0008	en_US
dc.title	Common knowledge between mothers and children in problematic transitions: How professionals make children’s motives available as a resource	en_US
dc.type	Chapter
utslib.location	London	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	M Hedegaard & A Edwards (eds)	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	M Hedegaard & A Edwards (eds)	en_US
pubs.place-of-publication	London	en_US
pubs.publication-status	Published	en_US

Abstract:

Nick Hopwood Teena Clerke Children’s learning and development are interconnected with why and how they take part in practices in institutions (Hedegaard, 2008; Hedegaard and Edwards, 2014; Hedegaard, Edwards and Fleer, 2012) . The family is one such institution, comprising everyday settings that can be studied to understand the social situation of children’s development (Hedegaard, Fleer, Bang and Hvid, 2008) . Our interest is in how professionals help parents construct a social situation of development with the child. We examine three cases where transitions in the everyday practices of a family became a zone of concern and help was sought from professionals. This help was provided in institutional settings of a day-stay clinic, a parent education course and a toddler clinic. The potential of cultural-historical concepts in understanding interventions that straddle home and professional early intervention institutions is not yet fully realized.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/137054