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Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness

Wall, K.; Burns, H.; Llewellyn, A.

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Authors

K. Wall

H. Burns



Abstract

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic thinking that helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation project takes place in school and targets Year 4 children (aged 8 and 9 years old) and their dads/male guardians. The project is accompanied by staff development in school to promote the same Learning to Learn approaches across curriculum and home/school boundaries. A team of researchers at Durham University is engaged in two projects: first, developing better understanding of the intervention elements and, second, evaluating the impact. This article will focus on data arising from the former and will explore the space for family learning created in the project. We propose that the context of an inherently challenging animation project, which includes schools, parents and children working together in new ways to learn new skills associated with information technology and creative story making, increases the likelihood of dialogue about learning. It opens up the possibility of new relationships between home and school as well as increases the potential for learning-based conversations that could be lifelong and lifewide.

Citation

Wall, K., Burns, H., & Llewellyn, A. (2015). Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness. Journal of Early Childhood Research, 15(2), 115-129. https://doi.org/10.1177/1476718x15579744

Journal Article Type Article
Online Publication Date May 25, 2015
Publication Date May 25, 2015
Deposit Date Jan 13, 2015
Publicly Available Date Jan 23, 2015
Journal Journal of Early Childhood Research
Print ISSN 1476-718X
Electronic ISSN 1741-2927
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 15
Issue 2
Pages 115-129
DOI https://doi.org/10.1177/1476718x15579744
Keywords Family learning, Fathers, Home–school partnership, Intergenerational learning, Learning to learn, Metacognition.

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Copyright Statement
Wall, K. and Burns, H. and Llewellyn, A. (2015) 'Mind the Gap : an exploratory investigation of a family learning initiative to develop metacognitive awareness.', Journal of early childhood research., 15 (2). pp. 115-129. © The Author(s) 2015. Reprinted by permission of SAGE Publications.







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