Mendeley
TY  _  JOUR
ID  -  1403082548606
TI  -  Examining the Concept of Child Agency Within Two Frameworks: "Child as a Social Actor" and the "Theory of the Agentic Human" and Its Educational Implications for Early Childhood Educators
JO  -  Philosophy of Education
JA  -  ES
LA  -  fa
SN  -  2538-2802
AU  -  Kiyani Masume
AD  -  دانشگاه بوعلی سینا
Y1  -  2025
PY  -  2025
VL  -  10
IS  -  
SP  -  6
EP  -  29
KW  -  agency in childhood
KW  -   kindergarten teachers
KW  -   early childhood
DO  -  
N2  -  <p style="text-align: left;">This study explores the concept of child agency, with a particular focus on the preschool stage, through the lenses of two perspectives: the child as a social actor and the theory of&nbsp; human agency. It further draws out educational implications for early childhood educators. The research employs descriptive, analytical, and inferential methods. Traditional adult-centered perspectives regarded the child as incomplete, passive, and incapable of playing a meaningful role in shaping his or her own life. In contrast, recent approaches&mdash;especially in sociology&mdash;have emphasized the child as a social agent. Each perspective implies a distinct educational stance. Traditional pedagogy involves one-sided shaping, while the child-as-social-actor approach emphasizes mutual interaction. The theory of the acting human being, however, regards early childhood education as preparation for the realization of agency. Educators should therefore foster children&rsquo;s awareness of consequences (cognitive dimension), support the transformation of impulses into informed inclinations (affective dimension), and gradually enhance self-control and responsible choice-making (volitional dimension).&nbsp;</p>
UR  - rimag.ir/en/Article/48606
L1  - rimag.ir/en/Article/Download/48606
ER  -  
