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Autor/inn/en | Loizou, Eleni; Loizou, Evi K. |
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Titel | Creative Play and the Role of the Teacher through the Cultural-Historical Activity Theory Framework |
Quelle | In: International Journal of Early Years Education, 30 (2022) 3, S.527-541 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Loizou, Eleni) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2022.2065248 |
Schlagwörter | Play; Teacher Role; Creative Activities; Guidelines; Scaffolding (Teaching Technique); Preschool Teachers; Teacher Student Relationship; Sociocultural Patterns; Learning Theories; Toys; Freedom; Classroom Techniques; Preschool Children; Video Technology; Early Childhood Education; Diaries; Social Behavior; Behavior Standards Spiel; Lehrerrolle; Richtlinien; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Toy; Spielzeug; Freiheit; Klassenführung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Diary; Tagebuch; Social behaviour; Soziales Verhalten |
Abstract | This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children's creative play, in order to enhance and support creativity. The study is grounded on Vygotsky's Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the 'Toy factory'. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children's creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher's actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |