Exploring Reversed Conditions of Early Years Pre-Service Teacher Training on Pretend Play

Autor/inn/en	Tympa, Eleni; Karavida, Vasiliki; Charissi, Athina
Titel	Exploring Reversed Conditions of Early Years Pre-Service Teacher Training on Pretend Play
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 2, S.224-236 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tympa, Eleni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1895270
Schlagwörter	Foreign Countries; Preservice Teachers; Preservice Teacher Education; Early Childhood Education; Preschool Children; Play; Role Playing; Games; Greece + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Rollenspiel; Game; Spiele; Griechenland
Abstract	Pretend play in early years is considered key to the development of both children's and pre-service teachers' skills. Teachers' involvement in pretend play might be an effective tool for supporting children's play skills and self-confidence, communication, cooperation and decision-making. Drawing on qualitative interviews with pre-service and in-service teachers and on children's observations, this study identifies the importance of pre-service training on pretend play in childhood. This is shown by examining the pre-service teachers' skills development in organizing pretend-play activities with and for children. Eighty pre-service teachers, six in-service teachers and fifty children, aged between 2:6 and 4:0 years, participated in the study for three months, in Greece. Data was collected by video observations, dialogic interviews and field notes, all taken by the researcher, while descriptive statistical analysis was carried out. Results highlighted that pre-service teachers improved their own pretend play skills; overcame fears of exposure and were inspired by the children. According to in-teachers, children showed a greater willingness to participate in pretend-play games and became more confident in other activities. The paper concludes by reiterating the need to include active training with hands-on participation, and an emphasis on children's play at the syllabus of the university courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01