A Cultural-Historical Reading of How Play Is Used in Families as a Tool for Supporting Children's Emotional Development in Everyday Life

Autor/inn/en	Chen, Feiyan; Fleer, Marilyn
Titel	A Cultural-Historical Reading of How Play Is Used in Families as a Tool for Supporting Children's Emotional Development in Everyday Life
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.305-319 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1143268
Schlagwörter	Play; Teaching Methods; Family Environment; Emotional Development; Foreign Countries; Young Children; Longitudinal Studies; Observation; Video Technology; Interviews; Interaction; Parent Child Relationship; Coping; Child Development; Parent Role; Australia + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Gefühlsbildung; Ausland; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Interviewing; Interviewtechnik; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bewältigung; Kindesentwicklung; Parental role; Elternrolle; Australien
Abstract	Many studies have identified the positive "link" between imaginary play and emotion regulation in laboratory settings. However, little is known about "how" play and emotion regulation are related in everyday practice. This article examines how families use play as a tool to support young children's emotion regulation in everyday family life. Two middle-class Australian families with children aged three years were studied over a six-month period (n = 30.75 hours of video observations and interviews). Findings show how manipulative play was used by parents during every day routines to mediate children's emotions. Parents and children interact "together" to create an emotional zone of proximal development (ZPD) through play, suggesting that the development of emotion regulation is not an individual practice as identified in the literature, but collectively constructed. This study opens a new angle for understanding for a dialectical relation between manipulative play and children's emotional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01