The 'Player' Role of the Teacher in Playworld Creates New Conditions for Children's Learning and Development

Autor/inn/en	Utami, Ade Dwi; Fleer, Marilyn; Li, Liang
Titel	The 'Player' Role of the Teacher in Playworld Creates New Conditions for Children's Learning and Development
Quelle	In: International Journal of Early Childhood, 55 (2023) 2, S.169-186 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Utami, Ade Dwi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-022-00333-y
Schlagwörter	Foreign Countries; Teacher Role; Child Development; Play; Mathematical Concepts; Self Management; Preschool Children; Teacher Student Relationship; Learning Motivation; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Kindesentwicklung; Spiel; Selbstmanagement; 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; Motivation for studies; Lernmotivation; Indonesien
Abstract	This paper examines how teachers in the Indonesian context create motivating conditions for children's learning and development. Sixteen hours of digital visual observations on 38 children (mean age 4.4 years) were selected from a larger dataset of video observations, focus group discussions, and teacher interviews. Using the cultural-historical conception of play as the frame, the findings reveal that in the Playworld, the teachers' 'player' role creates motivating conditions for learning by being inside the play together with children to unify imagination, cognition, and emotion in the play. Imaginary play transforms into experiences where children can learn mathematical concepts and develop self-regulation. This takes place within imaginary play. The teachers' 'player' role creates dynamic interactions for supporting children's learning and development. Therefore, it should be promoted as a new play pedagogy that can encourage degrees of freedom for players and support children's play and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01