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ERIC Number: EJ948713
Record Type: Journal
Publication Date: 2011-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0020-7187
Kindergartens in Cognitive Times: Imagination as a Dialectical Relation between Play and Learning
Fleer, Marilyn
International Journal of Early Childhood, v43 n3 p245-259 Nov 2011
Traditionally, play has been viewed as the guiding pedagogical practice for kindergartens in most industrialised countries. Central to this approach has been a strong belief in free play. As governments are spending more money on early childhood education, many Western countries are demanding greater learning outcomes for preschool aged children. Yet those theories of play available to kindergarten teachers were not developed with this need in mind. The study reported in this paper sought to investigate if a cultural-historical theory of play could help solve this problem. The study gathered data through video observations and field notes of four focus children at play over 15 days, photographic documentation of play practices at home and in the Kindergarten, and interviews with staff and the four focus families. The outcomes show how concept formation occurs during imaginative and investigative play and it is argued that a dialectical model of play and learning is needed for meeting the contemporary demands that are now placed upon Kindergarten teachers for increasing cognitive outcomes. (Contains 2 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A