Play in the Early Years最新文献

{"title":"Lenses on play: Classical and developmental theories of play","authors":"M. Fleer","doi":"10.1017/9781316841341.006","DOIUrl":"https://doi.org/10.1017/9781316841341.006","url":null,"abstract":"Introduction Knowing that there are a range of theories used in the national curriculum for the birth to 8 years age group in Australia is important, because the diversity of theories encourages you to think broadly about the theories of play upon which you can draw to support your curriculum work in both schools and preschools (Rogers 2016). Theories give us concepts, which are the foundational tools we use in education. Concepts and theories become the basic tools in our toolkit for our pedagogical work. When we draw upon a theory that is different from those of our colleagues, it becomes obvious how theories shape the way we see things (e.g. Van der Aalsvoort et al. 2015). In the following dialogue between Teacher A and Teacher B, we can see how the ‘theoretical gaze’ informs our work in different ways. THE THEORETICAL GAZE Teacher A: When I make observations of infants and children at play, I make sure that I sit close by so I can hear and see what they are doing. I do not involve myself in their play. I record what the child says and does. I take an objective position, and I make an objective observation of infants’ and children's play. Teacher B: That's an interesting approach. It is very different from what I do. When I make observations of infants and children at play, I am usually in the play in some way – not always by design, but rather as I would normally be interacting with children in my centre. When I record the observation, I make sure I also record what I say and do in relation to what the children are doing. I do this because I am always a part of the infants’ and children's world in the centre, and to ignore my presence would mean that I was not accurately recording the situation. Teacher A: How do you do your analysis, then? Teacher B: I study the infants’ and children's play in order to better understand their expressions of masculinity and femininity. I particularly look for power relations between children, and try to decide how I can best challenge issues in order to promote social justice in my centre. How do you analyse?","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123979123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playing in schools","authors":"M. Fleer","doi":"10.1017/9781316841341.005","DOIUrl":"https://doi.org/10.1017/9781316841341.005","url":null,"abstract":"Introduction Play has become an increasingly important topic in many schools around the world (Reifel 2014). Teachers in schools in the northern hemisphere have become concerned that formal instruction is beginning to take the place of play-based curriculum in the early years of school (Hughes & Fleming 2015). For this reason, play has featured more in the literature and in teacher discussion forums (McInnes et al. 2013). In many countries in the southern hemisphere, play is also seen as important (Hughes & Fleming 2015). Governments have encouraged more playful approaches to teaching and learning, and play is seen as supporting the development of more creative and innovative thinkers (Pui-Wah et al. 2015). In this chapter, we look at how play can support children's learning in schools. It builds upon the case study of Jaye's play-based program presented in the previous chapter. We begin by examining how teachers can support children's learning in play (McInnes et al. 2013) by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum. This chapter has been designed to enable you to: • examine how playful learning in school can be set up to support the teaching of the Australian Curriculum • make informed decisions about the role of the teacher in developing children's play in schools, so that child agency, child interest and degrees of freedom to explore and develop play themes are foregrounded. How do we support play in schools? While play is advocated for the preschool area, it is often pitted against the idea of work in the school area. This distinction is shown as a binary in Table 5.1. Play is viewed as the leading activity of children in preschools (Vygotsky 1966). When children move from preschool or child care to school, the new institution puts demands upon the child to focus on ‘learning’ rather than ‘play’ (Nicholson et al. 2015). When children enter school, societal expectations and demands of learning change what children experience, resulting in the leading activity at school being geared towards learning (e.g. Ihmeideh 2015).","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129977465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital play and digital tools to support learning","authors":"M. Fleer","doi":"10.1017/9781316841341.004","DOIUrl":"https://doi.org/10.1017/9781316841341.004","url":null,"abstract":"Introduction Children's play reflects the culture and cultural tools of a community (Marsh 2014), as we see in the following two play examples taken from the everyday lives of toddlers seated in a train and eating at a cafe: ON THE TRAIN Two families are seated on the train, with prams parked near the door. An 18-month-old infant is seated between her mother and father. The parents have been on a fun run. The infant is smiling and signalling to the father that she would like his iPad. He passes it to her, turning it on while it is in his daughter's hand. The mother looks over to the infant as she flicks her finger quickly across the iPad. The father says, ‘Slowly, slowly’ as he catches the mother's eye. The infant holds the iPad and runs her hand slowly over the touch screen, as the mother leans forward to see what her daughter is viewing. ‘Which one would you like?’ asks the mother. The daughter presses the screen, selecting a book, and looks closely at the screen. The mother and father keep interacting while the infant continues to observe the screen, occasionally running her fingers across the screen, clearly turning pages on the iPad. IN THE CAFE A 2-year-old is seated in a high chair in a cafe with his mother and father. They eat and talk. Once the 2-year-old has finished his meal, he is taken from the high chair and sits next to his mother. The mother passes him a mobile phone, and together they select a game. The child sits still, concentrating for 15 minutes, engaged in a game on the mobile phone, while the parents continue to eat their meal. These toddlers have been exposed to a range of technologies that shape their everyday lives. Both high technologies, such as iPads and computerised toys, and low technologies, such as books, screwdrivers and dolls, surround them (Stephen 2015). They see adults using them, and they ask to use these tools to support their play and learning (Goh, Bay & Chen 2015).","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127477779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children’s perspectives on play","authors":"M. Fleer","doi":"10.1017/9781316841341.002","DOIUrl":"https://doi.org/10.1017/9781316841341.002","url":null,"abstract":"Introduction Taking the perspective of the infant or the child helps us to better understand play practices (Nicholson et al. 2014), as noted below in the observations of two early childhood educators. BABIES AT PLAY I was visiting a centre and spent some time in the babies room. The very young infants were sleeping but the slightly older infants were looking at some picture books. When I entered the room, the babies were uneasy about my presence, but as I crouched on the ground to make eye contact with them, and held out my hands, the infants started bringing books over to me. Their actions indicated to me that they knew the books had value – although when I started reading the books to them they appeared disinterested. Rather, one infant took the book out of my hands and moved it to the other side of the room. Then one of the other babies gave me a different book. Then another infant took that book away. The infants had developed an engaging game. Without talking to one another, the infants ferried the books from one side of the room to me, and then back again. (Rochelle, Early Childhood Adviser) CHILDREN AT PLAY IN SCHOOL AND PRESCHOOL Bella was playing in a play supermarket. She gathered several objects, such as plastic fruit, pretend eggs and milk cartons into a basket and went for a walk around the room. Bella then went back to the home corner and put the basket down. She sat on the floor and began pulling her leggings up. Bella then stood and picked up the cash register scanner and began dragging it over her legs slowly. She repeated this several times on both legs. ‘What are you doing, Bella?’ asked the teacher. ‘Mummy!’ Bella exclaimed happily. ‘Are you shaving your legs?’ asked the educator. Bella laughed in agreement and said ‘Mummy’ again. (Early Childhood Educator) In both these examples of infants and young children at play, we see that the teacher gave an active voice to the infant and the child, respectfully documenting what they observed, and the joint interaction that featured (Einarsdottir 2014). The mutual play between the teacher and the infants was shown in the first vignette.","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128195915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lenses on play: Cultural-historical conceptions of play","authors":"M. Fleer","doi":"10.1017/9781316841341.008","DOIUrl":"https://doi.org/10.1017/9781316841341.008","url":null,"abstract":"Introduction The previous chapter examined a post-structuralist view of play . In this chapter, we look closely at a cultural-historical conception of play . We commenced our journey with this theoretical perspective on play when we looked at the role of families in children's play (Chapter 3). We now build upon the content of that chapter. Through reading this chapter, you will gain insights into: • Vygotsky's cultural-historical conception of play • the range of contemporary models of play that have been informed by cultural-historical theory. Cultural-historical understanding of play Compared with the contested view of play discussed in the previous chapter, a cultural-historical conception of play invites teachers to consider how children's play activity is culturally constructed and culturally enacted, where children create imaginary situations based on real-world experiences, and where children give new meanings to objects and actions. A motive for play develops within particular cultural communities, rather than being seen as internally motivated (Fleer 2010a; Lindqvist 1995; van Oers 2010). There are four central concepts that underpin a cultural-historical view of play: • Children create an imaginary situation in play. • Children change the meaning of objects and actions in play. • Children move in and out of imaginary situations in play – from the real world to the pretend world and back. • Collective imagining as well as individual imagining occurs in play. We will explore each of these four central ideas through examples taken from recent practices in early childhood centres and schools. Cultural-historical concept 1: Children create an imaginary situation in play Video resource: Creating an imaginary situation Creating an imaginary situation occurs when a group of children stands on a dead tree or log and announces that they are on a ship, fighting on a stormy sea – as we saw when Ella recounted her play memory in Chapter 1. We also see this imaginary situation when children play at being doctors and nurses, or pretend to be a mother or a brother. Elkonin (2005) argues that this type of role-play helps children to learn about how the world works and the roles that people take within society.","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129015331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planning for play development","authors":"M. Fleer","doi":"10.1017/9781316841341.010","DOIUrl":"https://doi.org/10.1017/9781316841341.010","url":null,"abstract":"Introduction In this chapter, we will examine how to plan for the development of children's play. We connect directly with the Early Years Learning Framework (EYLF). To begin this process, we invite you to reflect on what children think about their planned play environment. For instance, in a report on planning for play from the child's perspective in England, Sophie (3 years, 10 months) said: ‘Georgie, Anna and Cara and me, we play all the games we like and choose. And then we can draw and then we play babies. And that's what we do’ (Garrick et al. 2010, p. 18). How do teachers set up spaces that allow children to ‘just do’? According to Martin (3 years, 7 months), Caroline (4 years, 10 months) and Brian (4 years, 6 months), play environments need to socially support groups of children coming together to play (Garrick et al. 2010, p. 18). For instance, in preschool: like … the sand because I like playing with Tom in the sand … playing with the trains because I do it with Tom … I like playing Lego with Tom. I don't like playing on my own … I like playing with the aeroplane with Tom. (Martin, 3 years, 7 months) In Reception (Prep) You'll be sad and you'll be mardy and that older children will find you a friend. (Caroline, 4 years, 10 months) In nursery class draw with Robert and you (friend next to him). We're not best friends with Robert any more. (Brian, 4 years, 6 months) How are these children developing their understandings of their own play? What can we learn about planning for children's play development by listening to children? Listening to children about their play helps us, as educators, to plan for their development. By finding out how children are making sense of their world through play, and how they are interacting with each other in play, we gain insights into the child's perspective. Hakkarainen and colleagues (2013) argue that it is not only possible to document play development, but that analyses of play development are needed if we are to use play effectively as a pedagogical tool and plan for development. If children cannot play, and their play does not progress, then play is no longer supporting learning.","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment through, of and for play","authors":"M. Fleer","doi":"10.1017/9781316841341.011","DOIUrl":"https://doi.org/10.1017/9781316841341.011","url":null,"abstract":"Introduction At the beginning of this book, we examined your own play memories and those of other people. We concluded that play really matters to children. But what do we really learn about children's learning and development when we observe and analyse play? We begin this chapter by looking at a play memory of a 16-year-old boy, whose parents used play to support their son in dealing with the arrival of his new baby sister. MATTHEW'S PLAY MEMORY My fondest memories of my childhood were of playing with my soft toys: Roger, Blue Bear and Chimp. All three toys had their own voice, and would talk to each other in our play. But when I was 3, I broke my arm playing superhero play. At that time my sister was born. Duck was given to me to keep me company while I recovered. Chimp, Roger and Blue Bear were ‘besties’ [best friends]. But when Duck came along, everything changed. Duck didn't get along with the others. Duck didn't want them to play with me, because it was Duck's job to keep me company. Roger, Blue Bear and Chimp didn't like Duck. They were jealous. When Chimp started talking to Duck, Roger and Blue Bear didn't like it. In my play, the soft toys all talked to each other, using their own special voices. They had to work out how to get along with each other. There was no longer a group of three ‘besties’, but four soft toys who lived in my bedroom. Even though each soft toy felt jealous when one talked more to the other soft toy, they had to learn to get along as four rather than three soft toys. (Matthew, 16) Matthew knew he couldn't oppose the arrival of his new sister. But how, at the age of 3, could he learn to deal with moving from being the only child – the child who was the centre of his family's attention? Much of the literature on emotional development – particularly emotional regulation (e.g. Williford et al. 2013) – suggests that it is important to be able to make the emotional state that one is feeling conscious.","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125473326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptual PlayWorlds: Intentional teaching in play-based settings","authors":"","doi":"10.1017/9781108908153.010","DOIUrl":"https://doi.org/10.1017/9781108908153.010","url":null,"abstract":"","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128689405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lenses on play: Post-structuralist analyses of children’s play","authors":"","doi":"10.1017/9781108908153.007","DOIUrl":"https://doi.org/10.1017/9781108908153.007","url":null,"abstract":"","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133609602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being a play activist","authors":"","doi":"10.1017/9781108908153.013","DOIUrl":"https://doi.org/10.1017/9781108908153.013","url":null,"abstract":"","PeriodicalId":124697,"journal":{"name":"Play in the Early Years","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}