Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers' responses to children's non-verbal initiatives in play.
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| Title: | Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers' responses to children's non-verbal initiatives in play. |
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| Authors: | Stavholm, Emelie (AUTHOR) |
| Source: | Oxford Review of Education. Jun2026, Vol. 52 Issue 3, p331-347. 17p. |
| Subjects: | Early childhood education, Nonverbal communication, Qualitative research, Teacher-student communication, Social sustainability, Inclusive education, Play-based learning |
| Abstract: | This paper concerns the social dimension of sustainability and especially how it relates to the context of Early Childhood Education and Care (ECEC). It does so by understanding the care aspect of ECEC in relation to social sustainability and by focusing on younger children (1.5–2.5 years) in preschool, paying special attention to how these children communicate non-verbally and how teachers' responses to children's non-verbal initiatives matter for including children in play activities. The empirical data consist of video-recordings of children and teachers participating in play activities. The video-recordings were analysed according to the principles of Interaction Analysis. The study is theoretically informed by Play-Responsive Early Childhood Education and Care (PRECEC) which includes concepts for analysing play and teaching activities such as, as if- and as is-practices, meta-communication and intersubjectivity. The findings illustrate how teachers' responses to children's non-verbal initiatives were characterised by (i) the teacher asking as if-questions and meta-communicating within the play frame; (ii) the teacher asking as is-questions and meta-communicating outside the play frame; and (iii) the teacher acting as a communicating link between children by meta-communicating through clarifying and posing suggestions. The findings are discussed in relation to how social sustainability can be enacted in ECEC. [ABSTRACT FROM AUTHOR] |
| Copyright of Oxford Review of 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: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 193490327 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers' responses to children's non-verbal initiatives in play. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stavholm%2C+Emelie%22">Stavholm, Emelie</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Jun2026, Vol. 52 Issue 3, p331-347. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+communication%22">Nonverbal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sustainability%22">Social sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Play-based+learning%22">Play-based learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper concerns the social dimension of sustainability and especially how it relates to the context of Early Childhood Education and Care (ECEC). It does so by understanding the care aspect of ECEC in relation to social sustainability and by focusing on younger children (1.5–2.5 years) in preschool, paying special attention to how these children communicate non-verbally and how teachers' responses to children's non-verbal initiatives matter for including children in play activities. The empirical data consist of video-recordings of children and teachers participating in play activities. The video-recordings were analysed according to the principles of Interaction Analysis. The study is theoretically informed by Play-Responsive Early Childhood Education and Care (PRECEC) which includes concepts for analysing play and teaching activities such as, as if- and as is-practices, meta-communication and intersubjectivity. The findings illustrate how teachers' responses to children's non-verbal initiatives were characterised by (i) the teacher asking as if-questions and meta-communicating within the play frame; (ii) the teacher asking as is-questions and meta-communicating outside the play frame; and (iii) the teacher acting as a communicating link between children by meta-communicating through clarifying and posing suggestions. The findings are discussed in relation to how social sustainability can be enacted in ECEC. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Oxford Review of 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193490327 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03054985.2025.2458515 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 331 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Nonverbal communication Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Social sustainability Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Play-based learning Type: general Titles: – TitleFull: Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers' responses to children's non-verbal initiatives in play. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stavholm, Emelie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03054985 Numbering: – Type: volume Value: 52 – Type: issue Value: 3 Titles: – TitleFull: Oxford Review of Education Type: main |
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