A Co-Constructed Picture of Learning in Play by Teachers and Parents

Autor/in	Wu, Shu-chen
Titel	A Co-Constructed Picture of Learning in Play by Teachers and Parents
Quelle	In: Journal of Early Childhood Research, 19 (2021) 1, S.84-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Shu-chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20971316
Schlagwörter	Learning Processes; Play; Parent Attitudes; Teacher Attitudes; Classroom Techniques; Kindergarten; Preschool Teachers; Discipline; Teaching Methods; Video Technology; Freedom; Educational Policy; Educational Change; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Spiel; Elternverhalten; Lehrerverhalten; Klassenführung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Disziplin; Teaching method; Lehrmethode; Unterrichtsmethode; Freiheit; Politics of education; Bildungspolitik; Bildungsreform; Ausland; Hongkong
Abstract	In discussions about how to implement learning through/in/at play, there is still not a commonly agreed view. This qualitative study investigated Chinese teachers' and parents' perspectives on learning in play to attain a co-constructed picture of learning in play through real classroom practices and perceptions using the Mosaic approach. Fourteen teachers and six parents took part in this study. Among the participants, six kindergarten teachers were interviewed to obtain their perspectives on learning in play. They assisted the researchers in the selection of exemplary play episodes, which were filmed in their own classrooms. Four three-minute videos containing the largest amount of learning elements based on the teachers' views were selected for further in-depth focus group discussions. The selected multivocal video-cued interview clips were shown to eight other teachers and six parents in focus groups to elicit their perspectives on learning in play. The co-constructed picture of learning in play that emerged included discipline in the classroom, more difficult and complicated learning matters, more freedom to play, and teachers' intervention to facilitate children's learning in play. The findings revealed different social representations of learning in play in the Hong Kong context, the contributions of which are important and useful for professional education practices and curricular policy currently undergoing reform. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01