Heroes of Resiliency and Reciprocity: Teachers' Supporting Role for Reconceptualizing Superhero Play in Early Childhood Settings

Autor/in	Harris, Kathleen I.
Titel	Heroes of Resiliency and Reciprocity: Teachers' Supporting Role for Reconceptualizing Superhero Play in Early Childhood Settings
Quelle	In: Pastoral Care in Education, 34 (2016) 4, S.202-217 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2016.1154093
Schlagwörter	Play; Resilience (Psychology); Problem Solving; Fantasy; Preschool Education; Peer Relationship; Prosocial Behavior; Cultural Pluralism; Bullying; Ethics; Learning Experience; Barriers; Aggression; Preschool Children; Teacher Role; Class Activities; Classroom Techniques; Cooperative Learning; Teacher Attitudes + Suchen Sie Ihr Suchwort? Spiel; Problemlösen; Fantasie; Pre-school education; Vorschulerziehung; Peer-Beziehungen; Kulturpluralismus; Mobbing; Ethik; Lernerfahrung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lehrerrolle; Klassenführung; Kooperatives Lernen; Lehrerverhalten
Abstract	Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today's classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers' roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01