Beyond Cognitivisation: Creating Collectively Constructed Imaginary Situations for Supporting Learning and Development

Autor/inn/en	Fleer, Marilyn; Peers, Chris
Titel	Beyond Cognitivisation: Creating Collectively Constructed Imaginary Situations for Supporting Learning and Development
Quelle	In: Australian Educational Researcher, 39 (2012) 4, S.413-430 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-012-0073-9
Schlagwörter	Early Childhood Education; Preschool Children; Play; Creativity; Imagination; Teacher Role; Teaching Methods; Learning; Child Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Kreativität; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lernen; Kindesentwicklung
Abstract	Renewed emphasis in Western political and economic debate on improving outcomes and reducing play opportunities are resulting in a "cognitivisation" of early childhood education, which is at odds with parallel attention to outcomes for creativity and imagination. Defining this "cognitivisation" as a narrowing of acceptable performance descriptions for young children, we report on an investigation of the play activities of 24 children (age range was 4.0-5.2 years; mean age of 4.5 years) over a 4-week period, in order to determine what opportunities were afforded for conceptual development. Against this narrowing of perspectives about cognitive outcomes, we theorise play in order to show the dynamic relations between "cognition and imagination". Our research shows collective instances of shared and sustained imaginary situations which actively work against traditional conceptions of play as natural and individual. We found two significant pedagogical practices that were instrumental for realizing a new conception of play that positioned the teacher as central rather than invisible: the use of an "interested observer of children's play" and the active construction of "collective imaginary situations" by the teacher. We argue that a more active role for the educator in children's play provides theoretical depth to broaden rather than narrow pedagogical strategies for meeting outcomes in both cognition and imagination. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10