Psychological perspectives on children's conduct of everyday life

Abstract

This texts is introducing the special Issue “Psychological perspectives on children's conduct of everyday life” touching on the concept of conduct of everyday life and some of the theoretical debates in relation to this. The common aim of the issue is to unfold and explore the concepts potential meaning to a psychology for children and their development. By addressing development as person's activities and involvement in a collective, shared everyday life, the authors emphasize the relations between the context and the person as a dialectical relation of developing through the process of gaining access, influencing and contributing to the collective, social life conditions. In this way, the discussions of the text are dealing with some of the fundamental theoretical debates about persons and their social lives. The discussions in this special issue is anchored in the Nordic, pedagogical traditions, and draw on a number of different empirical research projects involved in children's everyday life across different contexts, such as family, child care and school. Additionally the issue investigates different problematics related to children's lives across the so called normal, and the special pedagogical area. Conclusively this text resumes the different articles in the special issues, their theme, intentions, main points and contributions to the development of the concepts of children's conduct of everyday life.

Keywords::

• conduct of everyday life
• children
• nordic pedagogy
• development
• learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Other contributions of the conference are gathered in the volume Schraube, E., & Højholt, C (2015). Psychology and the conduct of everyday life. London: Routledge, as well as in a special issue of the journal Outlines: Critical Practice Studies (2015): Studying the fabric of everyday life.