"Because We Like To": Young Children's Experiences Hiding in Their Home Environment

Autor/in	Green, Carie
Titel	"Because We Like To": Young Children's Experiences Hiding in Their Home Environment
Quelle	In: Early Childhood Education Journal, 43 (2015) 4, S.327-336 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0663-4
Schlagwörter	Preschool Children; Qualitative Research; Interviews; Play; Creativity; Family Environment; Data Collection; Locus of Control; Empowerment; Books; Activities + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Interviewing; Interviewtechnik; Spiel; Kreativität; Familienmilieu; Data capture; Datensammlung; Book; Buch; Monographie; Monografie
Abstract	This qualitative study of 3-to-5-year-old children's hiding places and experiences is framed around the importance of recognizing children as active agents in creating their own culture and places in the world. Through the use of interactive data collection strategies collected at school and in children's homes, including book discussions, representation activities, place tours, and interviews with children and parents, this research found that young children have many kinds of hiding places that serve various purposes in their lives. Children's most common hiding places were in closets, under blankets, under beds, and behind couches. Children engaged in hiding alone and as a social activity. Through hiding, children gained control and constructed their own rules in their home environments. Hiding places also offered children a sense of comfort and security and provided a space for play and creativity. Early childhood educators need consider the significance of children's hiding places and activities as they construct their own sense of place and identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01