Preschool Teachers' Pedagogical Positioning in Relation to Children's Imaginative Play

Autor/inn/en	Devi, Anamika; Fleer, Marilyn; Li, Liang
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01