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The Teacher's Role in Supporting Young Children's Level of Play Engagement

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Title: The Teacher's Role in Supporting Young Children's Level of Play Engagement
Language: English
Authors: Singer, Elly, Nederend, Merel, Penninx, Lotte, Tajik, Mehrnaz, Boom, Jan
Source: Early Child Development and Care. 2014 184(8):1233-1249.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: Foreign Countries, Child Care Centers, Preschool Teachers, Play, Preschool Children, Proximity, Teacher Student Relationship, Predictor Variables, Qualitative Research, Statistical Analysis, Group Dynamics, Psychological Needs, Teacher Role, Measures (Individuals), Video Technology, Reliability, Age Differences
Geographic Terms: Netherlands
DOI: 10.1080/03004430.2013.862530
ISSN: 0300-4430
Abstract: This paper discusses the results of a study of the relationships between teacher behaviour and the level of play engagement in two- and three-year-old children in Dutch childcare centres. We found that the continuous proximity of the teacher had the greatest impact on the level of play engagement, while the teacher's walking around and only brief contacts with the children had a negative impact. In line with earlier studies, two-sided and reciprocal interactions between teacher and children also yielded positive results for play engagement. Both our quantitative and qualitative analyses showed a strong co-variation of variables. When the teacher paid only brief visits, and peers also walked in and out, there was a greater likelihood of one-sided interactions, When the teacher was always nearby, we observed the opposite. Dutch teachers spend most of their time walking around. Their pedagogy seems to be based on a model of individual care and control and insensitiveness of group dynamic processes.
Abstractor: As Provided
Number of References: 41
Entry Date: 2014
Accession Number: EJ1030452
Database: ERIC
FullText Text:
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  Data: The Teacher's Role in Supporting Young Children's Level of Play Engagement
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  Data: <searchLink fieldCode="AR" term="%22Singer%2C+Elly%22">Singer, Elly</searchLink><br /><searchLink fieldCode="AR" term="%22Nederend%2C+Merel%22">Nederend, Merel</searchLink><br /><searchLink fieldCode="AR" term="%22Penninx%2C+Lotte%22">Penninx, Lotte</searchLink><br /><searchLink fieldCode="AR" term="%22Tajik%2C+Mehrnaz%22">Tajik, Mehrnaz</searchLink><br /><searchLink fieldCode="AR" term="%22Boom%2C+Jan%22">Boom, Jan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2014 184(8):1233-1249.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Proximity%22">Proximity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/03004430.2013.862530
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  Data: 0300-4430
– Name: Abstract
  Label: Abstract
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  Data: This paper discusses the results of a study of the relationships between teacher behaviour and the level of play engagement in two- and three-year-old children in Dutch childcare centres. We found that the continuous proximity of the teacher had the greatest impact on the level of play engagement, while the teacher's walking around and only brief contacts with the children had a negative impact. In line with earlier studies, two-sided and reciprocal interactions between teacher and children also yielded positive results for play engagement. Both our quantitative and qualitative analyses showed a strong co-variation of variables. When the teacher paid only brief visits, and peers also walked in and out, there was a greater likelihood of one-sided interactions, When the teacher was always nearby, we observed the opposite. Dutch teachers spend most of their time walking around. Their pedagogy seems to be based on a model of individual care and control and insensitiveness of group dynamic processes.
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  Data: 2014
– Name: AN
  Label: Accession Number
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  Data: EJ1030452
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1030452
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      – Type: doi
        Value: 10.1080/03004430.2013.862530
    Languages:
      – Text: English
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        PageCount: 17
        StartPage: 1233
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Child Care Centers
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Proximity
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Group Dynamics
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Netherlands
        Type: general
    Titles:
      – TitleFull: The Teacher's Role in Supporting Young Children's Level of Play Engagement
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            NameFull: Singer, Elly
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            NameFull: Nederend, Merel
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            NameFull: Penninx, Lotte
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            NameFull: Tajik, Mehrnaz
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            NameFull: Boom, Jan
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            – D: 01
              M: 12
              Type: published
              Y: 2025
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              Value: 0300-4430
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