Creative Play and the Role of the Teacher through the Cultural-Historical Activity Theory Framework

Autor/inn/en	Loizou, Eleni; Loizou, Evi K.
Titel	Creative Play and the Role of the Teacher through the Cultural-Historical Activity Theory Framework
Quelle	In: International Journal of Early Years Education, 30 (2022) 3, S.527-541 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loizou, Eleni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2065248
Schlagwörter	Play; Teacher Role; Creative Activities; Guidelines; Scaffolding (Teaching Technique); Preschool Teachers; Teacher Student Relationship; Sociocultural Patterns; Learning Theories; Toys; Freedom; Classroom Techniques; Preschool Children; Video Technology; Early Childhood Education; Diaries; Social Behavior; Behavior Standards + Suchen Sie Ihr Suchwort? Spiel; Lehrerrolle; Richtlinien; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Toy; Spielzeug; Freiheit; Klassenführung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Diary; Tagebuch; Social behaviour; Soziales Verhalten
Abstract	This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children's creative play, in order to enhance and support creativity. The study is grounded on Vygotsky's Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the 'Toy factory'. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children's creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher's actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01