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ERIC Number: EJ1122931
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0957-5146
Teacher Support of Student Engagement in Early Childhood: Embracing Ambivalence through Playworlds
Ferholt, Beth; Rainio, Anna Pauliina
Early Years: An International Journal of Research and Development, v36 n4 p413-425 2016
Ambivalence is a relatively little advanced concept for studying young people's engagement in education. We present a case study in which a teacher of a kindergarten-first-grade classroom works within an activity called a "playworld" to engage a child who had been excluded from certain classroom practices, after having been perceived by his teachers as disengaged and disruptive. Playworlds are defined as adult-child joint play activities inspired by Vygotsky's theories of play, art, and imagination. We argue that when the teacher embraced this child's ambivalent participation, ambivalence itself appeared to be an important component of an evolving process of personally meaningful engagement. We showcase those elements of the playworld activity that may support early childhood teachers in embracing ambivalence.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Primary Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A