Localizing Play-Based Pedagogy: Nigerian Educators' Appropriation of Sesame Classroom Materials

Autor/in	Moland, Naomi A.
Titel	Localizing Play-Based Pedagogy: Nigerian Educators' Appropriation of Sesame Classroom Materials
Quelle	In: Global Education Review, 4 (2017) 3, S.17-36 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Foreign Countries; Teaching Methods; Play; Early Childhood Education; Case Studies; Workshops; Faculty Development; Manipulative Materials; Puppetry; Story Telling; Educational Games; Instructional Materials; Student Centered Learning; Observation; Interviews; Resistance to Change; Barriers; Constructivism (Learning); International Programs; Developmentally Appropriate Practices; Cultural Influences; Ethnography; Preschool Teachers; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Hilfsmittel; Puppenspiel; Educational game; Lernspiel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Beobachtung; Interviewing; Interviewtechnik; Entwicklungsbezogene Bildung; Cultural influence; Kultureinfluss; Ethnografie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop's efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of "Sesame Street" (called "Sesame Square"), Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support "Sesame Square's" messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teacher-centered approaches. Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers' resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes), and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet). I argue that ideals about constructivist, play-based learning are being disseminated by international organizations--alongside contrasting formalistic pedagogical approaches--and that all approaches will shift as they are "localized." I question if approaches that are considered universally "developmentally appropriate" are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore "context-appropriate play-based" approaches that develop educators' capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01