Literaturnachweis - Detailanzeige
Autor/inn/en | Utami, Ade Dwi; Fleer, Marilyn; Li, Liang |
---|---|
Titel | Shift in Teachers' Pedagogical Practices in Play-Based Programme in Indonesia |
Quelle | In: International Journal of Early Years Education, 28 (2020) 4, S.397-412 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Utami, Ade Dwi) ORCID (Fleer, Marilyn) ORCID (Li, Liang) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2020.1777846 |
Schlagwörter | Play; Developmentally Appropriate Practices; Early Childhood Teachers; Preschool Children; Teacher Student Relationship; Teacher Role; Role Playing; Imagination; Vignettes; Foreign Countries; Personal Autonomy; Indonesia (Jakarta) Spiel; Entwicklungsbezogene Bildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Rollenspiel; Ausland; Individuelle Autonomie |
Abstract | Different approaches to implementing 'learning through play' exist in many countries due to different understandings of the concept of play. In Indonesia, teachers implement play in a structured way following certain play developmental stages, where the focus is on children's academic outcomes, rather than the development of concepts as part of children's play. This paper seeks to explore how teachers shift their pedagogical practices from a formal model of play to a playworld approach, that is used as an intervention in this educational experiment study. The playworld emphasises the nexus between play, learning, and cultural contexts as equally essential. In the larger study, video observations of nine teachers interacting with 38 children (18 boys; 20 girls; 3.5-5 years; mean age of 4.4 years) during group-play activities (98 hours) and interviews were analysed. Informed by the cultural-historical theory, this paper focuses on the shift of pedagogical practices from structured and teacher-directed play practices to teacher's role-play pedagogy reflected in teachers' roles and understanding. The teachers' role-play pedagogy assists teachers' learning and the transition process from the traditional practices to the playworld practices. Thus, this pedagogy has the potential to be an important step in the playworld implementation in children's learning. (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 | 2024/1/01 |