Playful Learning in the Early Years -- Through the Eyes of Children

Autor/in	McInnes, Karen
Titel	Playful Learning in the Early Years -- Through the Eyes of Children
Quelle	In: Education 3-13, 47 (2019) 7, S.796-805 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1622495
Schlagwörter	Foreign Countries; Early Childhood Education; Play; Cues; Educational Policy; Curriculum; Young Children; Preschool Teachers; Pictorial Stimuli; Student Attitudes; Teacher Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Stichwort; Politics of education; Bildungspolitik; Curricula; Lehrplan; Rahmenplan; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Fantasieanregung; Schülerverhalten; Lehrerverhalten
Abstract	UK policy and curriculum frameworks for early years appear to value play for learning; however, its implementation is fraught with misunderstandings and difficulty. It has been suggested that one of the difficulties is due to the language and terminology regarding play used in official documentation and how this contrasts with the beliefs and play experiences of practitioners. It has been argued that traditional views of play, based on adult perceptions of the observable act of play (Howard, J. 2002. "Eliciting Young Children's Perceptions of Play, Work and Learning Using the Activity Apperception Story Procedure." "Early Child Development and Care" 172: 489-502), contrast to children's perceptions of play, although this has not been robustly assessed. In this study a photo elicitation procedure was used with 80 children and 14 early years practitioners to identify similarities and differences in how they view play. A crucial difference between the two groups was their use of the cue of adult presence, as children but not practitioners, used this to differentiate between activities viewed as play and not play. The implications of this finding are discussed, particularly the need to focus on the role of the adult in play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01