Understanding and Supporting Block Play: Video Observation Research on Preschoolers' Block Play to Identify Features Associated with the Development of Abstract Thinking

Autor/inn/en	Otsuka, Kaoru; Jay, Tim
Titel	Understanding and Supporting Block Play: Video Observation Research on Preschoolers' Block Play to Identify Features Associated with the Development of Abstract Thinking
Quelle	In: Early Child Development and Care, 187 (2017) 5-6, S.990-1003 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1234466
Schlagwörter	Abstract Reasoning; Preschool Children; Nursery Schools; Video Technology; Observation; Cognitive Psychology; Child Behavior; Social Influences; Qualitative Research; Play; Peer Relationship; Reflection; Self Directed Groups; Participant Satisfaction; Teaching Methods; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Nursery school; Kindertagesstätte; Kindergarten; Beobachtung; Kognitive Psychologie; Sozialer Einfluss; Qualitative Forschung; Spiel; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This article reports on a study conducted to investigate the development of abstract thinking in preschool children (ages from three years to four years old) in a nursery school in England. Adopting a social influence approach, the researcher engaged in "close listening" to document children's ideas expressed in various representations through video observation. The aim was to identify behaviours connected with features of the functional dependency relationship--a cognitive function that connects symbolic representations with abstract thinking. The article presents three episodes to demonstrate three dominating features, which are (i) "child/child sharing of thinking" and "adult and child sharing of thinking"; (ii) "pause for reflection"; and (iii) "satisfaction" as a result of self-directed play. These features were identified as signs of learning, and were highlighted as phenomena that can help practitioners to understand the value of quality play and so provide adequate time and space for young children and plan for a meaningful learning environment. The study has also revealed the importance of block play in promoting abstract thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01