"I Already Know What I Learned": Young Children's Perspectives on Learning through Play

Autor/inn/en	Colliver, Yeshe; Fleer, Marilyn
Titel	"I Already Know What I Learned": Young Children's Perspectives on Learning through Play
Quelle	In: Early Child Development and Care, 186 (2016) 10, S.1559-1570 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1111880
Schlagwörter	Play; Learning Strategies; Case Studies; Attitude Measures; Theories; Age Differences; Cognitive Processes; History; Cultural Influences; Foreign Countries; Preschool Children; Video Technology; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Spiel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Theory; Theorie; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Geschichte; Geschichtsdarstellung; Cultural influence; Kultureinfluss; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Australien
Abstract	Around the world, if and how young children learn through their play in early childhood education and care contexts has been the subject of much debate. Yet rarely has the debate heard from the young children themselves, often due to the pervasive belief that they do not understand learning. To redress this, a qualitative case study was conducted on 28 two-five-year-olds' perspectives about what they believed they were learning through play. Some 772 comments on learning in 683 episodes of play were analysed using cultural-historical theory, revealing how children as young as two are authorities on their own learning. Findings challenge popular ways of understanding young children's thinking and provide educators with concrete means to understand children's perspectives, learning and how educators can more effectively guide play towards learning outcomes, as expected in contemporary curriculum frameworks across the globe. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01