{"title":"Playing together: Parents and children reading materials and spaces in a museum playscape","authors":"Karen Wohlwend , Yanlin Chen","doi":"10.1016/j.learninstruc.2024.101936","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Current literacy play research highlights the need for a better understanding of teaching possibilities for multimodal learning in children's play in immersive environments.</p></div><div><h3>Purpose</h3><p>To examine how parents respond to young children's reading and playing of action texts communicated by designs in toys in a museum playscape.</p></div><div><h3>Participants</h3><p>41 children, 1YO-8YO, participated in the study, including 27 girls and 14 boys.</p></div><div><h3>Methods</h3><p>Children wore chest-mounted GoPro cameras to capture their toy-handling and interactions with caregivers. First-person video data captured children's interactions with exhibit elements and adult guidance. Geosemiotic analysis of exhibit spaces, toy designs, and parent-child interactions located instances of intense toy-handling for multimodal analysis of parents' guided play that helped children enact expected actions with toys.</p></div><div><h3>Results</h3><p>Semiotic analysis of the designs of materials and space revealed artifactual and spatial action texts that children embodied multimodally through play. Familiar toys enabled free play and independent playing of action texts. Unfamiliar action texts in toys sparked guided play in two ways: 1) parental coaching from the side and 2) co-playing as parents enacted a play role to join the pretense. Parent's guided play connected medical toys to family's health practices to mediate children's recognition and playing of an action text's expected roles and practices.</p></div><div><h3>Conclusion</h3><p>When adults join children's embodied pretense in immersive play environments, co-playing interactions can flatten adult/child power relations while play coaching can reinscribe expectations for children's compliant direction-following. Further play research is needed in settings and disciplines beyond early childhood, language, and literacy education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101936"},"PeriodicalIF":4.7000,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S095947522400063X","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Current literacy play research highlights the need for a better understanding of teaching possibilities for multimodal learning in children's play in immersive environments.
Purpose
To examine how parents respond to young children's reading and playing of action texts communicated by designs in toys in a museum playscape.
Participants
41 children, 1YO-8YO, participated in the study, including 27 girls and 14 boys.
Methods
Children wore chest-mounted GoPro cameras to capture their toy-handling and interactions with caregivers. First-person video data captured children's interactions with exhibit elements and adult guidance. Geosemiotic analysis of exhibit spaces, toy designs, and parent-child interactions located instances of intense toy-handling for multimodal analysis of parents' guided play that helped children enact expected actions with toys.
Results
Semiotic analysis of the designs of materials and space revealed artifactual and spatial action texts that children embodied multimodally through play. Familiar toys enabled free play and independent playing of action texts. Unfamiliar action texts in toys sparked guided play in two ways: 1) parental coaching from the side and 2) co-playing as parents enacted a play role to join the pretense. Parent's guided play connected medical toys to family's health practices to mediate children's recognition and playing of an action text's expected roles and practices.
Conclusion
When adults join children's embodied pretense in immersive play environments, co-playing interactions can flatten adult/child power relations while play coaching can reinscribe expectations for children's compliant direction-following. Further play research is needed in settings and disciplines beyond early childhood, language, and literacy education.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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