Work and Play in Early Childhood Education: Views from Nigeria and South Africa

Autor/inn/en	Ogunyemi, Florence T.; Ragpot, Lara
Titel	Work and Play in Early Childhood Education: Views from Nigeria and South Africa
Quelle	In: South African Journal of Childhood Education, 5 (2015) 3, Artikel 344 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Early Childhood Education; Cross Cultural Studies; Play; Constructivism (Learning); Child Development; Educational Policy; Educational Environment; Preschool Education; Teaching Methods; Poverty; Economic Development; Developing Nations; Foreign Countries; Nigeria; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cultural comparison; Kulturvergleich; Spiel; Kindesentwicklung; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Wirtschaftsentwicklung; Developing country; Developing countries; Entwicklungsland; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The work reviews the ongoing controversy over work and play within the framework of a constructivist early childhood curriculum. Educators and parents with narrow perception of play view it as mere physical actions of walking, clapping and singing outside class work. However, educators who hold a constructivist epistemological view of child play see play as educative, and possessing ingredients for stimulation that foster an all-round development of children. The paper examines various dimensions of play and work within a constructivist early childhood education paradigm, with special reference to playful learning. The authors argue that teachers of young children need to conceptualize play with a supportive policy and procedural environment that meet the criteria for evaluational, relational and instrumental relevance. Some challenges associated with the use of playful learning in early childhood education centres in Nigeria and South Africa are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01