NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863097
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0300-4430
Vygotskian Perspectives on Using Dramatic Play to Enhance Children's Development and Balance Creativity with Structure in the Early Childhood Classroom
Gupta, Amita
Early Child Development and Care, v179 n8 p1041-1054 Dec 2009
What kind of environmental and administrative factors support the balance between child-centred and teacher-directed practices in the early childhood classroom? What specific aspects of children's development are nurtured by this pedagogy? These and other pedagogical issues are addressed in this article as it describes how a particular curriculum on dramatic play was initiated, implemented and developed with a group of four year olds. The article includes a detailed discussion of the step-by-step process of how this curriculum was developed and an analysis of the multi-dimensional development in children that occurred as a result of this project. The discussion is framed within a Vygotskian perspective as connections are explored between this curriculum, children's development and specific Vygotskian ideas such as language and cognition, the zone of proximal development, cultural signs and tools, socio-cultural construction of knowledge and the notion of willpower. This project on dramatic play may be viewed in terms of guided participation in which the children were active learners in a classroom community of people who supported, challenged and guided novices as they participated collectively in a cultural activity.
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 - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A