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ERIC Number: EJ1082504
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0300-4430
Pedagogical Positioning in Play--Teachers Being inside and outside of Children's Imaginary Play
Fleer, Marilyn
Early Child Development and Care, v185 n11-12 p1801-1814 2015
Although there is a long tradition of play pedagogy in early childhood education, teachers have mostly taken a passive role in children's play. There are relatively few studies of the pedagogical roles adults take from inside of children's imaginary play. This paper seeks to fill this gap through presenting the findings of a study where the play pedagogy of five Australian childcare centres was analysed. Video observations of nine teachers interacting with children (3.3-5.5 years) during free play time (399 h of video observations) were analysed using the concept of subject positioning. It was found most teachers positioning themselves outside of children's play. A typology of play is presented which includes teacher proximity to children's play; teacher intent is in parallel with children's intent; teacher is following the children's play; teacher is engaged in sustained collective play; and teacher is inside the children's imaginary play.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia