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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 0000-0002-9805-241X), Manto Olymbiou
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
FullText Text:
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  Data: Constructive Play: Exploring Pre-Service Early Childhood Teachers' Play Involvement
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Eleni+Loizou%22">Eleni Loizou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9805-241X">0000-0002-9805-241X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manto+Olymbiou%22">Manto Olymbiou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. 2024 22(3):329-342.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Dramatic+Play%22">Dramatic Play</searchLink><br /><searchLink fieldCode="DE" term="%22Toys%22">Toys</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink>
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  Data: 10.1177/1476718X231210642
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  Data: 1476-718X<br />1741-2927
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1437967
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    Identifiers:
      – Type: doi
        Value: 10.1177/1476718X231210642
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 329
    Subjects:
      – SubjectFull: Play
        Type: general
      – SubjectFull: Dramatic Play
        Type: general
      – SubjectFull: Toys
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
    Titles:
      – TitleFull: Constructive Play: Exploring Pre-Service Early Childhood Teachers' Play Involvement
        Type: main
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          Name:
            NameFull: Eleni Loizou
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            NameFull: Manto Olymbiou
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1476-718X
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              Value: 1741-2927
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              Value: 22
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              Value: 3
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            – TitleFull: Journal of Early Childhood Research
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