Children's Agentive Orientations in Play-Based and Academically Focused Preschools in Hong Kong

Autor/inn/en	Cheng Pui-Wah, Doris; Reunamo, Jyrki; Cooper, Paul; Liu, Karen; Vong, Keang-ieng Peggy
Titel	Children's Agentive Orientations in Play-Based and Academically Focused Preschools in Hong Kong
Quelle	In: Early Child Development and Care, 185 (2015) 11-12, S.1828-1844 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1028400
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Nursery Schools; Play; Preschool Curriculum; Empowerment; Gender Differences; Conflict; Social Development; Preschool Teachers; Learning Activities; Learning Experience; Observation; Interviews; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Nursery school; Kindertagesstätte; Kindergarten; Spiel; Geschlechterkonflikt; Konflikt; Soziale Entwicklung; Erzieher; Erzieherin; Kindergärtnerin; Lernaktivität; Lernerfahrung; Beobachtung; Interviewing; Interviewtechnik; Hongkong
Abstract	The article describes a comparative case study on children's agentive orientations in two Hong Kong preschools, one is play-based and the other is academically focused. Agentive orientations were measured using Reunamo's interview tool, which focuses on children's uses of accommodative and agentive orientations in everyday situations. The findings show that children in the academically oriented preschool had more uncertain and less participative orientations than those in the play-based preschool. Boys in the academically oriented setting were found to be more vulnerable than both girls and their counterparts in the play-based preschool when confronted with a conflict setting. The results indicate that the play-based environment stimulated children's capacities for agentive and participative social engagement, suggesting that play provides children with the opportunity to develop more versatile social tools and strategies. These competences are of vital importance for successful engagement in collective settings such as classrooms and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01