Students and preschool teachers in a play with children: Playfulness approached through the Ego States / Studenti i odgajatelji u igri s djecom: pristup igri posredstvom teorije stanja ega (original) (raw)
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Play in preschool classrooms: Perceptions of teachers and children
Journal of Early Childhood Teacher Education, 2002
This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n 1 =61 students, n 2 =50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined.
Children’s play as a form and method in preschool education
Professional competences for teaching in the 21st century , 2020
Starting from the theoretical background, considerable research, and implications in the educational practice itself, children’s play has proved to be one of the fundamental elements of education as a form and method of work in the development of the youngest. The aim of this paper is to provide an insight into the attitudes of preschool teachers about the presence of play elements, based on the perception of their own professional strategies and procedures in practice. The research sample includes fifty-seven (57) practitioners who attend the master program of vocational studies of the Preschool Teacher Training College in Šabac. The survey was conducted in November 2018 by means of a Questionnaire specially designed for research purposes. The obtained results of the research showed that the majority of preschool teachers distinguish play as the basic method of educational work with children of preschool age; they recognize their own play “in-play” primarily in the activities of producing various creative contents from different artistic areas, in creation of work-and-play aids and in designing new games. The significance of this research is the reconstruction of the attitudes of preschool teachers about the presence of the elements of play within their own professional identity through self-evaluation, in the possibility of improving their own practice, as well as the practical application of the obtained results in improving the programs of higher education institutions for the education of preschool teachers in order to strengthen their professional competencies in accordance with the requirements of the practice and modern strategies of educational work in preschool education. Keywords: preschool teacher, children of preschool age, play, creativity, competence.
Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2021
The paper presents the research carried out in the school year 2018-19 in preschoolsof the Autonomous Province of Vojvodina. The aim of the research was to assess therole of preschool teachers in supporting and enriching child’s play, gain insight intochildren’s actions in relation to it, as well as to ascertain the dominant perspectiveof the children and adults in the play. One hundred forty-five preschool teachershad been interviewed. The results have shown that teachers have had a shiftof focus in understanding child’s play and assessing its efficiency. Even thoughteachers in general see play as a free child’s activity, it has become apparent theyperceive it more as a learning method than a free child’s action. Play with rules wasintroduced to all age groups of children, including nursery. The play implementedin the research was assessed as successful, and the preschool teacher’s role was toguide or observe it. Even though the question of the relation in which the childenters and...
CEPS Journal : Center for Educational Policy Studies Journal, 2015
Preschool teachers play a very important but highly sensitive role in preschool children's play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children's play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students' preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children's play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education.Keywords: roles, students of preschool education,...
Playfulness in early childhood education
The present work had as a line of research "The ludic in early childhood education" as a general objective to show the work of teachers in early childhood education regarding playfulness, such as playing and developing and the activities developed in municipal schools in Porto Nacional-TO , in the morning period of the preschool that serves students aged between four and six years old. Twenty-three teachers collaborated for the field research in three schools. This research had a qualitative approach, with a descriptive and explanatory nature. In the first moment, there were collections of data obtained based on the application of the questionnaire, and the second part was to tabulate the data, generate the graphs and obtain the results and discussion. It is concluded that the tasks developed in the classroom regarding the ludic is valued by the pedagogues, they are specific methods, activities developed in the educational space are necessary for the student's reality and for the pedagogue who is as a mediator. The analysis of the results indicates that the teachers, in turn, work with the games, but the lack of adequate spaces makes the ludic pedagogical practices unsatisfactory.
Play and Learning at Preschool Child
Logos Universality Mentality Education Novelty: Social Sciences, 2015
Preschool period is the most important period regarding the physical and psychological development of the child. The role of kindergarten and kindergarten activities in default of all education is the foundation of the child. Social games are constructed to develop and strengthen skills for preschool cognitive development, language, emotional and social-emotional. The research pursued a harmonious intertwining between quantity and quality, given that they precede each other. Choosing the research methods he learned the nature of investigative tools appropriate to the time required to its performance but not least the need to demonstrate the desired depth assumptions. The family is that to start of the process of formation child, and later kindergarten to be the environment in which the child understands and accepts the rules of social life. The teacher aims to shape, to give of the child stability, all of them being required to better adapt to school. In order to achieve the objectives and hypotheses we proposed to use certain instruments through which I could capture the specifics of the game and learning at preschool age, from the perspective of educators, parents, and later we can see the baby directly. I chose as research tools: survey-based questionnaire and observationobservation grid.
Educational Research and Reviews, 2013
Children play more vigorously and more productively when their teachers have formal education or training in the importance of play. Children with challenging play behavior in the play create a difficult situation for pre-service preschool teachers, affecting their achievement in the program objectives. Issues of challenging behavior in preschool classroom settings are, in part, related to teachers' self competencies of addressing these behaviors. The purpose of this study was to examine pre-service preschool teachers' self competencies of children's challenging play behaviors. It was found that the most difficult situation for pre-service preschool teachers were kicking/biting and throwing toys. Besides physically aggressive behaviors, pre-service preschool teachers have not found themselves competent to get children's participation when play is refused by children. It is also found that preservice preschool teachers had the most confidence level when children had difficulty in expressing play progress and when they did not help cleaning up.
Children’s Play—The Educator’s Opinion
Education Sciences, 2019
The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in ...
A Play, Tens of Teachers and Hundreds of Their ideas about Child Who Doesn’t Play
Procedia - Social and Behavioral Sciences, 2012
opinions about play will be important for ensuring the arrangement of the environment based on play. The purpose of this Moreover, and also play are another aims of this study. A planned game and a poster were used for taking data. Descriptive analysis method was used for analysing the results. According to the results, participants have thoughts, feelings and behaviours about play.