NP3 theory
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| Theory | Literature | Methodology | Frameworks | Findings | Significance |
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).
NP3's Sociocultural framework
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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