Pedagogical Positioning in Play--Teachers Being inside and outside of Children's Imaginary Play

Autor/in	Fleer, Marilyn
Titel	Pedagogical Positioning in Play--Teachers Being inside and outside of Children's Imaginary Play
Quelle	In: Early Child Development and Care, 185 (2015) 11-12, S.1801-1814 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1028393
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Role; Play; Imagination; Video Technology; Interaction; Observation; Proximity; Intention; Teacher Student Relationship; Foreign Countries; Interviews; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Spiel; Interaktion; Beobachtung; Lebensnähe; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Interviewing; Interviewtechnik; Australien
Abstract	Although there is a long tradition of play pedagogy in early childhood education, teachers have mostly taken a passive role in children's play. There are relatively few studies of the pedagogical roles adults take from inside of children's imaginary play. This paper seeks to fill this gap through presenting the findings of a study where the play pedagogy of five Australian childcare centres was analysed. Video observations of nine teachers interacting with children (3.3-5.5 years) during free play time (399 h of video observations) were analysed using the concept of subject positioning. It was found most teachers positioning themselves outside of children's play. A typology of play is presented which includes teacher proximity to children's play; teacher intent is in parallel with children's intent; teacher is following the children's play; teacher is engaged in sustained collective play; and teacher is inside the children's imaginary play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01