NP3 is underpinned by a sociocultural theoretical stance. This informed all aspects of the project. Thus, the data collection and analysis were informed by a sociocultural framework (see below), which focussed attention on:
- The constitutive order – the broad context within which homes and schools sit, which for example includes: national policies; social representations of learning, childhood, and ICT
- The arena of the school/home – the enduring features of the school/home that reflect how the constitutive order has been taken up in terms of beliefs and values. This would, for example, include: norms, routines, rules, facilities, and expectations. The arena frames the opportunities that are available.
- The setting (people in action) – the people within the arena who interact with each other and with the child. Through their actions people within the arena create and/or constrain what the child can do. The setting (People in action) frames the possibilities that are available.
- What is taken up, what individuals do within the setting (people in action), which is a reflection of their identities - what they see as being possible for them to do within the wider possibilities offered by the setting (people in action).
See the Section 2.1 of the meta-analysis report for an academic introduction to the sociocultural underpinnings of the project, and Section 3.3 of the meta-analysis report for a more detailed explanation of the project’s sociocultural framework.
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