Literaturnachweis - Detailanzeige
Autor/inn/en | Devi, Anamika; Fleer, Marilyn; Li, Liang |
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Titel | Preschool Teachers' Pedagogical Positioning in Relation to Children's Imaginative Play |
Quelle | In: Early Child Development and Care, 191 (2021) 16, S.2471-2483 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Devi, Anamika) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2020.1717479 |
Schlagwörter | Preschool Teachers; Imagination; Play; Preschool Children; Teacher Student Relationship; Interaction; Teacher Attitudes; Video Technology; Teaching Methods; Teacher Role; Foreign Countries; Australia Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Ausland; Australien |
Abstract | In some Western contexts, the pedagogical practices of teachers are to intentionally involve in play-based learning through sustained shared conversations to extend children's thinking (Meade, A., Williamson, J., Stuart, M., Smorti, S., Robinson, L., & Carroll-Lind, J. (2013). Adult-child sustained shared thinking: Who, how and when? Early Education, 53(Autumn/Winter), 7-12). In this study, video data of eight teachers interacting with four focus children during imaginative play and their interview data were gathered. Both Vygotsky's (2004) concept of imaginative play and Kravtsov and Kravtsova's (2010) concept of "double subjectivity" were used to identify six different pedagogical positions taken by teachers in children's play. After analysing the video footage and teachers' interview data, it was evident that the participating teachers drew primarily upon these six different types of pedagogical positioning in play to intentionally teach children. Our analysis sought to determine whether the teachers were imagining concepts with the children or whether they were outside of the play. This paper argues that the teachers' pedagogical positioning is important for conceptualising teaching practice in Australia. (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 |