Abstracts - Earli

J 930 August 2007 17:00 - 18:20Room: 0.100APaper SessionSituated learningChair:Denis Alamargot, MSHS - Universite de Poitiers, France“The way she does? NO.”: Intergenerational influences in everyday family financial mattersVeronique Mertl, University of Washington, Seattle, WA, USALaurie McCarthy, University of Washington, Seattle, WA, USASheldon Levias, University of Washington, Seattle, WA, USAReed Stevens, University of Washington, Seattle, WA, USAThis study explores how families make financial decisions, focusing on the knowledge, resources,and practices shared between family members. Using ethnographic methods, we examinedeveryday discussions and activities about finances in the homes of eight families. These rangedfrom routine bill-paying practices and budgeting to major decisions, such as the selection of highpremiuminsurance policies and saving for a child’s college education. Individual and groupobservations and interviews permitted us to assess the dynamics of the family as well as theperspectives of each family member. Studies have shown that what people learn and how peoplelearn differs in important ways across informal and formal settings (Bransford et al., 2006).Therefore, it is important to understand how individuals create their own activities and pathwaysto learning. In this proposal, we explore how family members construct narratives around theirfinancial practices and the intergenerational influences that affect these narratives. How hasupbringing oriented both parents’ and children’s learning around money and finances? How doparental practices shape children’s conceptions and practices around money matters? Our findingssuggest multiple ways of learning that occur in family financial practices including anapprenticeship model where young children adopt parental financial practices (Rogoff, 2003). Wealso found young people using their parents’ practices reflexively as a resource for developingalternative practices.The world beyond: Contributions of experiences outside the classroom in unlocking children’slearningSue Waite, University of Plymouth, United KingdomThe UK government is beginning to recognise value in learning outside the classroom after aperiod of concentration on raising narrowly defined standards through didactic teaching methods.This paper reports on a study of outdoor experiential learning opportunities, examining attitudes,practice and aspirations of practitioners and children in educational and care settings for childrenbetween 2 -11 years within a rural county of England. Data collection methods included a countywidesurvey, and interviews and observations within five case studies. The findings suggest thatthe governmental top-down initiative is being met to some extent by a groundswell of interest andaspirations for more creative ways to learn in the outdoors from both practitioners and children.– 549 –