Creative play and the role of the teacher through the cultural-historical activity theory framework.
Saved in:
| Title: | Creative play and the role of the teacher through the cultural-historical activity theory framework. |
|---|---|
| Authors: | Loizou, Eleni1 eloizou@ucy.ac.cy, Loizou, Evi K.1 |
| Source: | International Journal of Early Years Education. Sep2022, Vol. 30 Issue 3, p527-541. 15p. |
| Subject Terms: | *Play, *Teachers, *Creative ability, *Adults, *School children, *Early childhood education, Cultural history, Activity theory (Sociology) |
| Abstract: | This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children's creative play, in order to enhance and support creativity. The study is grounded on Vygotsky's Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the 'Toy factory'. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children's creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher's actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children's creative play, in order to enhance and support creativity. The study is grounded on Vygotsky's Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the 'Toy factory'. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children's creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher's actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09669760 |
| DOI: | 10.1080/09669760.2022.2065248 |
