"If I Am Not Doing My Own Playing Then I Am Not Able to Truly Share the Gift of Play with Children": Using Poststructuralism and Care Ethics to Examine Future Early Childhood Educators' Relationships with Play in Adulthood

Autor/inn/en	Nicholson, Julie; Shimpi, Priya Mariana; Rabin, Colette
Titel	"If I Am Not Doing My Own Playing Then I Am Not Able to Truly Share the Gift of Play with Children": Using Poststructuralism and Care Ethics to Examine Future Early Childhood Educators' Relationships with Play in Adulthood
Quelle	In: Early Child Development and Care, 184 (2014) 8, S.1192-1210 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.856894
Schlagwörter	Play; Early Childhood Education; Preservice Teachers; Females; Graduate Students; Barriers; Case Studies; Feminism; Caring; Ethics; Postmodernism; Adults; Beliefs; Experience + Suchen Sie Ihr Suchwort? Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Feminismus; Care; Pflege; Sorge; Betreuung; Ethik; Postmoderne; Belief; Glaube; Erfahrung
Abstract	The current sociopolitical context of schooling is positioning play as incongruous with children's academic learning. As a result, teacher educators must increasingly guide future early childhood professionals to develop the skills and knowledge necessary to become effective play advocates. This includes articulating the value of play across the lifespan to a variety of stakeholders. Yet, ironically, many adult women entering the early childhood profession report that a wide range of barriers prevent them from including play in their adult lives. Two case studies highlight how early childhood graduate students use their experiences with play across the lifespan as a foundation for becoming play advocates. Nel Noddings's care ethics and feminist poststructural critiques of the construct of care inform the analysis and discussion of the findings. Implications suggest the importance of guiding early childhood professionals to acknowledge self-care as a component of care and play as an essential expression of self-care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10