NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ932620
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0957-5146
Differences in Practitioners' Understanding of Play and How This Influences Pedagogy and Children's Perceptions of Play
McInnes, Karen; Howard, Justine; Miles, Gareth; Crowley, Kevin
Early Years: An International Journal of Research and Development, v31 n2 p121-133 2011
This paper presents research that examines the links between practitioners' understanding of play and its relationship to learning, their pedagogic interactions with children and children's own perceptions of their play. Previous research has shown a mismatch between practitioners' understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children's use of the cue of adult presence as a defining feature of play and not-play activities. (Contains 2 tables.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom