"Learning to Play with New Friends": Systematic Quality Development Work in a Leisure-Time Centre

Autor/in	Lager, Karin
Titel	"Learning to Play with New Friends": Systematic Quality Development Work in a Leisure-Time Centre
Quelle	In: Early Child Development and Care, 186 (2016) 2, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1030634
Schlagwörter	Foreign Countries; Leisure Time; Leisure Education; Recreational Facilities; Educational Practices; Educational Planning; Educational Quality; Play; Child Development Centers; Preschool Children; Socialization; Ethnography; Field Studies; Sweden + Suchen Sie Ihr Suchwort? Ausland; Freizeit; Freizeitpädagogik; Freizeiteinrichtung; Bildungspraxis; Bildungsplanung; Quality of education; Bildungsqualität; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socialisation; Sozialisation; Ethnografie; Praxisforschung; Schweden
Abstract	This article explores the recontextualisation of systematic quality development work (Sqdw) in a leisure-time centre. Two teachers' processes of planning, organisation, documentation and evaluation were investigated, the aim being to explore the recontextualisation of Sqdw in practice. The study is thus a case study of these teachers' practice carried out through fieldwork and using different methods. The findings reveal a practice where play with play-boxes is used in a systematic process as a tool to make children's social learning visible. The teachers create possibilities for children's learning in a manner in accordance with a leisure-time tradition where social learning is documented and evaluated. A formal educational discourse is not enacted in this leisure-time centre; instead a social pedagogical approach is reproduced. Nevertheless, Sqdw is enacted and appears to help the teachers make visible their social pedagogical work in a new context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01