Kindergartens in Cognitive Times: Imagination as a Dialectical Relation between Play and Learning

Autor/in	Fleer, Marilyn
Titel	Kindergartens in Cognitive Times: Imagination as a Dialectical Relation between Play and Learning
Quelle	In: International Journal of Early Childhood, 43 (2011) 3, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-011-0044-8
Schlagwörter	Video Technology; Play; Early Childhood Education; Concept Formation; Kindergarten; Teaching Methods; Outcomes of Education; Preschool Children; Preschool Teachers; Interviews; Models + Suchen Sie Ihr Suchwort? Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Interviewing; Interviewtechnik; Analogiemodell
Abstract	Traditionally, play has been viewed as the guiding pedagogical practice for kindergartens in most industrialised countries. Central to this approach has been a strong belief in free play. As governments are spending more money on early childhood education, many Western countries are demanding greater learning outcomes for preschool aged children. Yet those theories of play available to kindergarten teachers were not developed with this need in mind. The study reported in this paper sought to investigate if a cultural-historical theory of play could help solve this problem. The study gathered data through video observations and field notes of four focus children at play over 15 days, photographic documentation of play practices at home and in the Kindergarten, and interviews with staff and the four focus families. The outcomes show how concept formation occurs during imaginative and investigative play and it is argued that a dialectical model of play and learning is needed for meeting the contemporary demands that are now placed upon Kindergarten teachers for increasing cognitive outcomes. (Contains 2 figures.) (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10