Partners in Play: How Children Organise their Participation in Sociodramatic Play (original) (raw)
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New Zealand Journal of Educational Studies
Children (and adults) across all cultures play in culturally reflective ways (Goncu & Gaskins, 2007; Rogoff, 2003). Play is one of the most interesting characteristics of groups of children. Despite play being a preoccupation of most young children, and a desirable disposition for creative adults (Csikszentmihalyi, 1996; Sawyer, R.K., 2003) New Zealand Ministry of Education (MoE) Early Childhood Education and Care (ECEC) policy and curriculum documents make little or no mention of play (1996, 2004–2009, 2011, 2012). This paper explores the invisibility of play in official Ministry of Education (MoE) ECEC curriculum, assessment and policy documents and discusses possible reasons for this invisibility.
Seeking for 'good pedagogical practice' in promoting play in day care centres
This presentation aims at stimulating the discussion on research methods and pedagogical practices concerning children's play through an explorative study on interaction, social relationships and joint learning in day care centres. The study, which was part of a broader EU project, was carried out by the method of focussed discussions in two centres, together with a team of three teachers in each. In the discussions the teams reflected on the data (e.g., observations, videos, sociogrammes) collected in their day care groups. The reflections took place from the viewpoints of peer interaction, play and learning, and pedagogical aspects in peer based learning. This presentation deals only with the data regarding interaction and play, seeking answers to the following questions: In what ways are the children related to each other in play? What kind of learning situations are present in play? What is the role of the teachers in these situations? Broadly seen, the objective of the dis...
THE ROLE OF PLAY IN EARLY CHILDHOOD EDUCATION AND CARE
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Sociodramatic Play and Child Development
2004
Arising out of a concern for the perceived devaluing of social pretend play in both formal early-years educational environments in particular and in wider western society as a whole, this research seeks to identify and categorise some of the potential developmental benefits of this kind of play activity. It locates and describes five areas of development in particular within which sociodramatic play is seen as having an especially positive effect; these are – cognition, linguistic development, social understanding, identity construction/emotional and moral development, and humour/pleasure. Some of the interconnections and overlaps between these various areas of development are also explored. The research adopts an essentially "naturalistic" approach – collecting, collating and analysing fundamentally qualitative data. It seeks to describe the sociodramatic play of four and five year olds within formal educational settings using both video and audio recordings, as well as s...
Play for a Change is a review of perspectives on play, policy and practice carried out for Play England by Stuart Lester and Wendy Russell of the University of Gloucestershire. The authors of drew on a range of academic disciplines, especially brain sciences, sociology and geography. While recognising the foundation that developmental psychology has given to theories about children and play, the focus of this review has largely been on alternative approaches. It considers three strands: • the policy context for supporting children’s play, including an analysis of the literature on approaches to policy-making and on children and childhood • the literature on the benefits of children’s play and on children’s play patterns • provision for play and working with children at play.
European Journal of Education Studies, 2023
Young children's nursery play has been the focus of attention for years now focusing on the relationship between play and learning as well as the role of play in children's overall development. In previous years most 'play studies' were concentrated on observing, recording, and analysing young children's play from the adult's perspective. However, recent studies aim to give young children voice and ownership on their play and learning experiences. In this respect, this paper is based on a small-scale ethnographic study and seeks to address the need for young children's voices to be heard with regard to their nursery play experiences. A variety of audiovisual research methods (video camera, tape recorder, and still photographs) were employed for the collection and analysis of the data. The thematic analysis of the data suggests that young children's play dialogues and comments on their nursery play can provide practitioners and other significant adults with rich and valuable insights into their views on play and learning within the early years' settings. The themes that emerged included children's experiences of play in terms of ownership, negotiation, learning, and preferences among others. In this respect, it is highlighted that young children's voices added to the perspectives of their significant adults can help us form a complete picture of nursery play and learning with implications for the implementation of the early childhood curriculum.
PRACTICE, 2020
Since the Education Reform Order in 1989, the majority of children in Northern Ireland have been obliged to commence primary schooling at the age of four, the earliest statutory school starting age in Europe and perhaps across the globe. Therefore, while their European counterparts have been enjoying a play-based experience and all of the benefits associated with it, young children in Northern Ireland pre-2007 were required to follow a Curriculum which focused too heavily on subject-content and much too early on academic achievement, detracting from the holistic learning opportunities that are most associated with a high quality playful pedagogy in practice. Concerns about the appropriateness of this formal curriculum for young children, led to the introduction of a more play-based curriculum, known as the Foundation Stage, which became statutory for all Year 1 children (4–5 year olds) in Northern Ireland in September 2007 and then all Year 2 children (5–6 year olds) in September 20...