Constructive Play: Exploring Pre-Service Early Childhood Teachers' Play Involvement
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| Title: | Constructive Play: Exploring Pre-Service Early Childhood Teachers' Play Involvement |
|---|---|
| Language: | English |
| Authors: | Eleni Loizou (ORCID |
| Source: | Journal of Early Childhood Research. 2024 22(3):329-342. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education |
| Descriptors: | Play, Dramatic Play, Toys, Preservice Teachers, Preservice Teacher Education, Early Childhood Education, Preschool Children, Public Schools, Teacher Student Relationship, Teacher Participation |
| DOI: | 10.1177/1476718X231210642 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children's constructive play and highlight how this involvement supported children's play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children's learning, we specifically examine PSSs involvement in constructive play. Participants were four out of 26 PSSs participating in their school experience program phase III and 17 children of the ages 5-6 years. Data was collected through videos, 12 in total, of approximately 20 minutes each, during which the PSSs interacted with children while participating in constructive play. Also, data was collected through reflective journals reported after each video. Data analysis highlighted the different ways the PSSs employed to get involved in children's play, these being either using direct or indirect involvement. This study suggests that early childhood teachers' reflection can create a Zone of Proximal Action which refers to good fit direct and indirect involvement supporting children's mature constructive play behaviours. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437967 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children's constructive play and highlight how this involvement supported children's play skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children's learning, we specifically examine PSSs involvement in constructive play. Participants were four out of 26 PSSs participating in their school experience program phase III and 17 children of the ages 5-6 years. Data was collected through videos, 12 in total, of approximately 20 minutes each, during which the PSSs interacted with children while participating in constructive play. Also, data was collected through reflective journals reported after each video. Data analysis highlighted the different ways the PSSs employed to get involved in children's play, these being either using direct or indirect involvement. This study suggests that early childhood teachers' reflection can create a Zone of Proximal Action which refers to good fit direct and indirect involvement supporting children's mature constructive play behaviours. |
|---|---|
| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X231210642 |
