共查询到20条相似文献，搜索用时 531 毫秒
1.
2.
Jane Murray 《International Journal of Early Years Education》2018,26(4):335-339
3.
4.
5.
Nilgün Cevher-Kalburan 《Journal of Adventure Education & Outdoor Learning》2013,13(3):239-260
This study examines the effectiveness of an intervention course for changing early childhood pre-service teachers’ understanding of children’s risky play. Twenty-six of the early childhood pre-service teachers who were enrolled in this course filled out an open-ended questionnaire at the beginning and end of the six-week course. Data from the pre and post surveys were triangulated with data obtained through the researcher’s reflective notes and participants’ brief evaluations and drawings. The results of the data analysis indicated that participation in the intervention course had changed pre-service teachers’ beliefs. As a result of the course, pre-service teachers’ positive perspectives on children’s risky play increased and their understanding became enhanced. Results are discussed in relation to the literature and the implications of examining early childhood education programs are explored. 相似文献
6.
Fathi Ihmeideh 《Education 3-13》2019,47(1):47-63
The study investigates parents’ perceptions of and engagement with their children's play in the context of Qatar. Quantitative data were collected using a questionnaire that was administered to parents of children aged 4–7 years old in Doha. A total sample of 240 parents responded to the questionnaire. Findings indicated that Qatari parents valued the importance of play to their children’s development and learning. In addition, parents showed a moderate level of engagement with their children’s play. The findings also indicated that physical play was the most common type of play in which parents are engaged with their children, followed by discovery play. Moreover, significant correlations were found between parents’ perceptions of children’s play and their engagement with all play types. In addition, significant differences were observed in parents’ perceptions of and engagement with children’s play based on parents' socio-demographic variables. These findings highlight the importance of extending children’s play in all children’s educational levels, and getting parents involved in children’s play activities. 相似文献
7.
Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play 总被引：1，自引：0，他引：1
Karen McInnes Justine Howard Gareth Miles Kevin Crowley 《Early Years: An International Journal of Research and Development》2011,31(2):121-133
This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities. 相似文献
8.
Kirsti Pedersen Gurholt 《Journal of Adventure Education & Outdoor Learning》2016,16(4):318-329
This article explores the concept of ‘curious play’ as a theoretical framework to understand and communicate children’s experiences of free play in nature. The concept emerged interactively from three sources of inspiration: an ethnographically inspired study of children playing in nature; as a critique of the concept of ‘risky play’ being the dominant discourse on children’s play in natural environments; and from phenomenological and cultural-historical theories of children’s play and play environments. The article illustrates this interplay through an analysis of two empirical examples, and argues that curious play offers a comprehensive and existential approach to understanding the interplay of children playing in nature and children’s growth. Thus, children are conceptualized as active explorers and playful agents whilst embodying and creating knowledge, skills and understandings of themselves and their life-worlds. 相似文献
9.
Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both quantitative and qualitative methods were carried out during camp to assess students’ social emotional competencies (SECs) such as their self-awareness, social awareness, self-management and relationship management and responsible decision-making. Students were found to have improved in all SECs from the pre–post test questionnaire. From their camp activities and their reflections, students were found to have greater self-awareness, relationship management and self-management skills. However, teachers’ observations showed that students scored lowest in relationship management skills. Students’ self-awareness, social awareness, self-management and relationship management were found to be predictive of responsible decision-making, with 71% of the variance explained. The implications of the findings will be discussed to assist schools in enhancing students’ SECs. 相似文献
10.
《Early childhood research quarterly》2003,18(1):3-21
Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers’ social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children’s group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states. 相似文献
11.
Satomi Izumi Taylor Cosby Steele Rogers Arleen Theresa Dodd Toshiko Kaneda Iku Nagasaki Yasuhiro Watanabe 《Journal of Early Childhood Teacher Education》2013,34(4):311-321
Abstract Early childhood teachers’ understandings of play were examined in a qualitative comparative study of 41 Japanese and 41 American participants. Qualitative analysis of the data yielded five themes: the power of living, the opportunity to learn and to develop, fun activities, child's work, and the opportunity to explore nature. Two themes emerged in regard to the meaning of play for adults: enjoyable and voluntary activities and child's play. Finally, we identified two themes regarding playfulness: state of heart and fun feelings. Teachers in both nations used rhetoric that is congruent with the current Zeitgeist of developmentally appropriate early education. One theme that differentiated the groups was the notion that play is children's work. While several Americans mentioned this slogan, this was not the case for the Japanese participants. In contrast, the theme of play as the power of living was more representative of Japanese teachers’ understandings of play, and this reflects the philosophy set forth by the Japanese Ministry of Education, Culture, Sports, Science, and Technology. 相似文献
12.
Emmanuel Mayeza 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):590-602
This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sense teacher perceptions and constructions of children’s play that suggest children have ‘free choice’. The paper reveals that play is far from a ‘free’ activity as it is heavily constrained by specific contextual gender norms and expectations which limit possibilities by reproducing polarised versions of gender and perpetuate gender inequalities. Implications focus on the ways in which teachers can work with children to challenge the boundaries of gender during ‘free play’. 相似文献
13.
Anamika Devi Marilyn Fleer Liang Li 《International Journal of Early Years Education》2018,26(3):295-311
Grounded in Vygotsky’s cultural-historical theory, this paper examines how often teachers are involved in children’s imaginative play and discusses their beliefs about their role in supporting children’s imaginative play. To investigate this problem, video (65 hours of digital observations) and interview data (two hours and 30 minutes) of 60 children with 7 teachers from two preschools in Australia were analysed. Using Vygotsky’s [1966. “Play and Its Role in the Mental Development of the Child.” Voprosy Psikhologii 12 (6): 62–76] cultural-historical concept of play, and Kravtsov and Kravtsova’s [2010. “Play in the L.S. Vygotsky’s Nonclassical Psychology.” Journal of Russian and East European Psychology 48 (4): 25–41] conception of ‘subject positioning’ (being inside and outside of the play), it was found that despite the general importance of play, teachers’ involvement in developing children’s imaginative play appears to be minimal. The interviews showed that teachers’ beliefs about their role in children’s imaginative play are directly related to the distance of their physical proximity and understanding of the play narrative being enacted. This paper argues that focusing on teachers’ involvement in children’s play is an important but under-researched dimension of play-based pedagogies in early childhood education. 相似文献
14.
《Teaching and Teacher Education》2001,17(7):857-869
Play is a characteristic behaviour of young children. It is a vital way through which children reconcile their inner lives with the outside world. It is a central activity in kindergarten and nurseries. ‘Learning through play’ is recommended as the mode of learning and teaching for young children. In Hong Kong, it was documented in an official education report in 1986 and is the key guideline for the implementation of the aims of early childhood education for the next millennium. A case study of two kindergarten teachers in Hong Kong was conducted to investigate the understanding and implementation of play in the kindergarten curriculum. The findings showed immense difficulties in understanding the concept ‘learning through play’ and a gap between the practitioners’ espoused theories and practice. The study reflected the complex nature of learning and teaching and highlighted the core issue for reform, namely, the need for bridging the gap between theory and practice. 相似文献
15.
Fathi M. Ihmeideh Ibrahim A. Al-Qaryouti 《Early Years: An International Journal of Research and Development》2016,36(1):81-96
The purpose of this study was to explore kindergarten teachers’ views and roles regarding outdoor play environments in Omani kindergartens. Thirty kindergarten teachers from 15 private kindergartens were observed and interviewed. The results indicated that teachers recognize the importance of outdoor play in children’s development and learning. Although teachers are satisfied with the safety conditions of the outdoor play environments, they feel they need to know more about how to maintain safety criteria in this environment. Teachers most frequently took on the role of supervising and guiding children’s behaviour or setting up materials for play, whereas providing verbal comments and participating in play were less common. Omani outdoor play environments were found to face specific difficulties, such as the hot climate, a shortage of materials and equipment, a lack of natural surroundings and the short length of time spent outdoors. The article concludes with policy implications and pedagogical recommendations. 相似文献
16.
Mechthild Schåfer Peter K. Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):173-181
A sample of 30 teachers were given a questionnaire about how they viewed the relationship between playful fighting and real fighting. In addition, these teachers and 20 children aged five to seven were shown a videofilm of 20 fighting episodes, some playful and some real, and asked to make judgements about them; the responses of teachers and children were compared. Teachers reported difficulty in distinguishing playful from real fighting for about one‐third of occasions ‐ sometimes due to false information from children, and sometimes due to missing the whole of a complex sequence. They also thought that play fighting was about twice as frequent as real fighting, with both much more frequent in boys than girls; and that nearly one‐third of play fighting episodes would turn into real fighting (more often for boys than girls). The video analysis showed that the teachers tended to agree with children about the nature of episodes, but verbally reported a wider range of cues in making their judgements. Results are discussed in terms of some apparent areas of disagreement between teachers, children and outside observers concerning the relative frequency of playful and real fights, and the likelihood of the former turning into the latter. 相似文献
17.
Pernilla Lagerlöf 《Early Years: An International Journal of Research and Development》2015,35(3):303-316
This study presents an analysis of a video observation of three six-year-olds interacting in front of a synthesizer in a Swedish preschool and using a new music technology (MIROR-Impro). It investigates how a musical role-play unfolds as an intermediate activity when there is a malfunction with the set-up of the technology and how it recommences when the technology is again functioning. The study is informed by a sociocultural perspective on playing and learning and analyses how the children communicate and negotiate in and about this activity. The analysis shows how they make use of this gap to develop mutual make-believe play and how they actualize and use some of their out-of-school experiences. How the children establish coordination into a joint activity and scaffold each other’s musical performance is also shown. The study relates to children’s music experiences in contemporary childhood and how early childhood music education can respond to these. 相似文献
18.
Maureen Vandermaas-Peeler Caroline Dean Maja Sbahi Biehl Anna Mellman 《Journal of Adventure Education & Outdoor Learning》2019,19(1):43-55
Two studies were conducted in the US and Denmark to examine parents’ beliefs about the importance of play and nature experiences for early childhood development. Thirty parents in the US and 19 parents in Denmark completed semi-structured interviews with quantitative and qualitative elements. Although families in both contexts highly valued outdoor and nature experiences, parents in the Danish context provided a stronger rationale for taking children outdoors regardless of environmental conditions and affording them opportunities to explore freely and take risks. Parents in the US focused mainly on individual developmental benefits of play, whereas parents in Denmark also acknowledged the importance of spending time in nature for society and the environment. The findings provide evidence that sociocultural values and expectations influence parental beliefs and practices regarding outdoor and nature play, and have implications for young children’s play opportunities within and across cultural contexts. 相似文献
19.
20.
飞雪 《小学生导刊(中年级)》2003,(14)
一、请选择喜爱的词语翻译英文小诗歌。 THE SEAS()NS(四季)Spring 15gl’een,春天是(新鲜的、绿色的、未成熟的)summer 15 hl.i蜘t,夏天是(晴朗的\明亮的\聪明的从Autumn 15 yellow,秋天是(金黄的\胆小的),一winte:〕}5 wllile.冬天是(纯洁的\白色的\保守的~。) 二、Ma少月,的节日:M即Da州五一劳动节’,岭衅二个星期日是Mothe介Da州母亲节)。M盯属于什么李节卿一 三、孙悟空火眼金睛,能识破变化多端的妖怪。同学们,你能一眼看出哪些单i司“走错”地方了吗, head hair face eatpencil,uler book era:、er—盯een redl’lue ball〔109… 相似文献