How Do Children Distinguish between 'Play' and 'Work'? Conclusions from the Literature

Autor/inn/en	Goodhall, Natasha; Atkinson, Cathy
Titel	How Do Children Distinguish between 'Play' and 'Work'? Conclusions from the Literature
Quelle	In: Early Child Development and Care, 189 (2019) 10, S.1695-1708 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodhall, Natasha) ORCID (Atkinson, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1406484
Schlagwörter	Elementary School Students; Student Attitudes; Childrens Attitudes; Knowledge Level; Classification; Play; Labor; Young Children; Constructivism (Learning); Educational Sociology; Student Centered Learning; Childrens Rights; Reggio Emilia Approach; International Law; Foreign Countries; Treaties + Suchen Sie Ihr Suchwort? Schülerverhalten; Wissensbasis; Classification system; Klassifikation; Klassifikationssystem; Spiel; Frühe Kindheit; Bildungssoziologie; Erziehungssoziologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; 'Children''s rights'; Kindesrecht; Reggio-Pädagogik; Law of nations; Völkerrecht; Ausland; Abkommen
Abstract	From a sociology of childhood and children's rights agenda, this review explores how children define 'play' and 'work' in the classroom, and the contextual influences on the development and reinforcement of these perceptions. Twelve studies were identified, analysed and reported using PRISMA guidelines. These studies strived to understand children's perspectives using child-centred methodologies, and emphasized the importance of children's contributions to the development of legislation, policies and strategies in relation to their rights; namely the right to play. Findings identify that even very young children have clear ideas about differentiating 'play' and 'work'. Some educational contexts are associated with a clearly perceived play--work dichotomy, while with others, these concepts lie on a continuum. Blurred lines between the two concepts are visible within constructivist classrooms that support play-based learning and children's choice and control. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01