Young Children as Beings, Becomings, Having Beens: An Integrated Approach to Role-Play

Autor/in	Kingdon, Zenna
Titel	Young Children as Beings, Becomings, Having Beens: An Integrated Approach to Role-Play
Quelle	In: International Journal of Early Years Education, 26 (2018) 4, S.354-368 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kingdon, Zenna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1524325
Schlagwörter	Early Childhood Education; Role Playing; Foreign Countries; Preschool Children; Child Development; Learning Processes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rollenspiel; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Learning process; Lernprozess
Abstract	The new paradigm of early childhood allows for the construction of the child as active agents able to comment on their own lives. Historically children have been constructed using divergent discourses as either beings or becomings. More recently they have been seen as complementary and a further temporal state of having been allows for a richer description of the child. In play and role-play, the three temporal states can be observed and appear to inform the children's understanding of complex world structures. This paper reports the research that was conducted in two Early Childhood Education and Care settings in England. The research was concerned with young children's experiences of play and role-play in their early childhood setting. Observations and conferences demonstrate the ways in which the temporal states are established in their play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01