| This study investigates the forms of social organization found in modern classrooms and classroom lessons, as they are encountered by children in a rural Turkish village, in its village school. It is a study of the early childhood education and educational experience of these children. It is composed of a collection of ethnographic descriptions and discourse analyses that examine the social-organizational forms of life found in the village, those found in the school, and the experiences and attitudes of village children, parents and elders towards schooling and its place in their lives. These three foci organize the early childhood educational experiences of these children. They organize a larger picture of their encounters with schooling in the early grades and the place of schooling in the lives of their families.;All children develop the competencies required of them as they participate in their routine daily activities with little, if any, direct or explicit instruction. Much of early childhood education is of this implicit, participatory character. The instruction that is implicit to their participation, whether in the classroom community or the village community, is both taken granted, and closely studied by the children. It is in these ways that modern school rooms engage in the production of modern students, among village children. |
