'We Set up a Small World': Preschool Teachers' Involvement in Children's Imaginative Play

Autor/inn/en	Devi, Anamika; Fleer, Marilyn; Li, Liang
Titel	'We Set up a Small World': Preschool Teachers' Involvement in Children's Imaginative Play
Quelle	In: International Journal of Early Years Education, 26 (2018) 3, S.295-311 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Devi, Anamika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1452720
Schlagwörter	Foreign Countries; Teacher Role; Play; Imagination; Teacher Attitudes; Video Technology; Interviews; Preschool Children; Preschool Teachers; Beliefs; Proximity; Observation; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Spiel; Lehrerverhalten; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Belief; Glaube; Lebensnähe; Beobachtung; Australien
Abstract	Grounded in Vygotsky's cultural-historical theory, this paper examines how often teachers are involved in children's imaginative play and discusses their beliefs about their role in supporting children's imaginative play. To investigate this problem, video (65 hours of digital observations) and interview data (two hours and 30 minutes) of 60 children with 7 teachers from two preschools in Australia were analysed. Using Vygotsky's [1966. "Play and Its Role in the Mental Development of the Child." "Voprosy Psikhologii" 12 (6): 62-76] cultural-historical concept of play, and Kravtsov and Kravtsova's [2010. "Play in the L.S. Vygotsky's Nonclassical Psychology." "Journal of Russian and East European Psychology" 48 (4): 25-41] conception of 'subject positioning' (being inside and outside of the play), it was found that despite the general importance of play, teachers' involvement in developing children's imaginative play appears to be minimal. The interviews showed that teachers' beliefs about their role in children's imaginative play are directly related to the distance of their physical proximity and understanding of the play narrative being enacted. This paper argues that focusing on teachers' involvement in children's play is an important but under-researched dimension of play-based pedagogies in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01