Pretend Sign Created during Collective Family Play: A Cultural-Historical Study of a Child's Scientific Learning through Everyday Family Play Practices

Autor/inn/en	Hao, Yijun; Fleer, Marilyn
Titel	Pretend Sign Created during Collective Family Play: A Cultural-Historical Study of a Child's Scientific Learning through Everyday Family Play Practices
Quelle	In: International Research in Early Childhood Education, 7 (2016) 2, S.38-58 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Play; Imagination; Fantasy; Parent Child Relationship; Science Education; Signs; Learning Processes; Toddlers; Family Relationship; Metacognition; Foreign Countries; Observation; Video Technology; Case Studies; China + Suchen Sie Ihr Suchwort? Spiel; Fantasie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Naturwissenschaftliche Bildung; Zeichensystem; Learning process; Lernprozess; Infant; Infants; Toddler; Kleinkind; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Beobachtung; Case study; Fallstudie; Case Study
Abstract	Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, the study reported in this paper examines how parent-child playful interactions create shared imaginary situations for mediating scientific learning. The main focus of this paper is to reveal sign-mediated learning process through collectively participated family imaginary play. This study draws upon part of a broader research project, and in this paper we will focus on one 3-year-old child and his parents from a medium-sized city in Mainland China. The findings reveal that during collective family engagement, the pretend signs were not predetermined but were created, updated, and developed through sustained shared imaginary situations between parents and the child. A child's scientific learning is supported and mediated as the pretend signs were formed and embedded with social meanings during parent-child play where the child's reimagining of certain scientific phenomenon occurs. In this paper it is argued that a child's playful learning can be analyzed as he or she is involved in the social practice of family play where the process of internal changes during reimagining appear as a form of self-regulation. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01