Reflections on Play: Learning from Student Teacher Placements.

Autor/in	Feldman, Richard
Titel	Reflections on Play: Learning from Student Teacher Placements.
Quelle	(1996), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cooperating Teachers; Higher Education; Observation; Placement; Play; Primary Education; Recess Breaks; Student Teacher Supervisors; Student Teachers; Teacher Education; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Beobachtung; Betriebspraktikum; Praktikum; Spiel; Primarbereich; Aktive Pause; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Noting that teacher educators should help preservice teachers not just to see play but also to participate in the realm of play, this paper presents three short case-vignettes illustrating the challenges to facilitating deep, differentiated play in typical classroom and school settings. The first vignette illustrates how seldom a first-grade teacher interacts with students during block building play, the notions of ownership and sharing reflected in children's reports on their "work," and block clean-up as a cognitive task. The second vignette highlights the building activity of four second graders, the teacher's need for assistance in working with block play, the role of the student teacher, and field trips to the buildings in question. The third vignette illustrates first and second graders' interest in accuracy in building with blocks, their positive reinforcement of each other's efforts, their incorporation of adults into their work, their understanding of the potential of resources, and how the teacher assumes the role of interested bystander to be educated by the children. The paper contends that school play should offer significant opportunities for developing children's comprehension and understanding of the world, and that school settings in which such play occurs are valuable placements for student teachers. (KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC