Relational Play-Based Pedagogy: Theorising a Core Practice in Early Childhood Education

Autor/inn/en	Hedges, Helen; Cooper, Maria
Titel	Relational Play-Based Pedagogy: Theorising a Core Practice in Early Childhood Education
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 4, S.369-383 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1430564
Schlagwörter	Play; Teaching Methods; Early Childhood Education; Scientific Concepts; Foreign Countries; Qualitative Research; Case Studies; Thinking Skills; Knowledge Base for Teaching; Preschool Teachers; Sociocultural Patterns; Learning Theories; Interpersonal Relationship; Teacher Student Relationship; Preschool Children; Concept Formation; New Zealand + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Denkfähigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziokulturelle Theorie; Learning theory; Lerntheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Concept learning; Begriffsbildung; Neuseeland
Abstract	A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children's thinking and understandings related to children's own interests and motivations during thoughtful pedagogical interactions that arise from play. This paper draws on findings from a qualitative case study in Aotearoa, New Zealand where teachers used their professional expertise to engage with children's thinking and understandings. We analyse the professional knowledge, strategies and skills teachers brought to these relational and play-based interactions. We offer new conceptualising of teaching in highlighting the need to position a sophisticated blending of play, learning and teaching within participatory and relational pedagogies as a core practice of early childhood education. Further, we argue that two constructs--everyday and scientific concepts, and the zone of proximal development--position theoretically ways in which teachers' knowledge, expertise and engagement might contribute to these 'in the moment' rich, thoughtful understandings of what we term relational play-based pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01