Playing with Power: An Outdoor Classroom Exploration

Autor/in	Haywood-Bird, Eden
Titel	Playing with Power: An Outdoor Classroom Exploration
Quelle	In: Early Child Development and Care, 187 (2017) 5-6, S.1015-1027 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1223070
Schlagwörter	Ethnography; Outdoor Education; Power Structure; Preschool Children; Play; Preschool Education; Child Behavior; Imagination; Risk; Social Development; Critical Theory; Observation; Coding; Participant Observation + Suchen Sie Ihr Suchwort? Ethnografie; Freiluftunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Risiko; Soziale Entwicklung; Kritische Theorie; Beobachtung; Codierung; Programmierung; Teilnehmende Beobachtung
Abstract	In this ethnographic research, discovery of how preschool-aged children use play to wield their individual power in the outdoors is documented in a single classroom. Embedded as a participant-researcher and working from constructivist and critical theory orientations, the researcher seeks to understand how children use their play to construct the shared classroom cultural understanding of what it means to hold and wield power. Children age two and a half through five years old engage in a number of activities to experiment with what it means to be powerful. Imaginative play, physically risky play, as well as solo play are all explored. In light of the findings, various theories of power as expressed through the lens of critical theory will be used to analyse student and teacher voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01