Barrier-breaking body movements in the after-school programme: Children's imitation through play
Journal article, Peer reviewed
Postprint version of published article. original can be found at u r l: http://www.idunn.no/ts/np/2010/01/art03

View/ Open
Date
2010Metadata
Show full item recordCollections
Original version
Løndal, K. (2010). Barrier-breaking body movements in the after-school programme: Children's imitation through play. Nordic Studies in Education, 30 (1), 1-17 https://doi.org/10.18261/ISSN1891-5949-2010-01-01Abstract
This article investigates how children learn body movements in informal social situations, and is
based upon close observation and qualitative research interviews undertaken among eight and
nine-year-old children in an after-school programme (ASP) in Oslo. The learning process is
described and discussed in relation to the concepts of imitation, joint attention and turn-taking. The study shows that learning body movements is usual during child-managed activities in the ASP, and occurs frequently as imitation. The imitation process is characterized by joint attention and turn-taking. In best-friend
groups, joint attention, characterized by shared involvement along with intuitive turn-taking, is predominant.
In activity groups that come together occasionally, considerable initiative is required on the part of the imitator in order to become an active part of a
mutual process. It is recommended to encourage child-managed activities in ASP, and emphasize
the ASP’s complimentary role in contrast to the school.