A Diverse Perspective: How Teachers and Children View Educational Play in Kindergarten
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63517557" target="_blank" >RIV/70883521:28150/17:63517557 - isvavai.cz</a>
Result on the web
—
DOI - Digital Object Identifier
—
Alternative languages
Result language
angličtina
Original language name
A Diverse Perspective: How Teachers and Children View Educational Play in Kindergarten
Original language description
This paper presents research of the phenomenon of play and toys for preschool children in the kindergarten environment. The importance of play in the life of preschool children is traditionally formulated in relation to many areas in which the child is developed through parental upbringing and teacherʼs education. Many studies focus on a teacher who, in the day-to-day educational process in kindergarten, is the child's supposed partner in the play at all stages - from preparation to implementation. However, the teacher's perspective is not the only aspect we can reflect. The interest of researchers is increasingly focused on the childrenʼs perspective. The aim of this study is to present the "children's voices" in order to better understand the learning process through their experiences in kindergarten environment. Therefore, the child becomes an active participant in the research process itself. The presented study is based on qualitative research design. The data were gathered by in-depth interviews with 12 preschool teachers and 82 preschool children (aged 2 to 6 years) in four standard kindergartens in the Czech Republic. The results indicate that teachersʼ perspective differs from childrenʼs perspective on the play. In teachersʼ description, the play is considered an activity in which the teacher does not participate. They also do not reflect the play-based approach or development of childrenʼs play competences. The authors discuss also limited possibilities for children to choose a preferred toy in the kindergarten. The research suggests that teachers should improve the integration of play-based learning strategies and reflect childrenʼs perspective when it comes to toys with which they want to play. The study partially focuses on kindergarten teachersʼ perceived experience with the need of two-year-old children to play.
Czech name
—
Czech description
—
Classification
Type
D - Article in proceedings
CEP classification
—
OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
—
Continuities
V - Vyzkumna aktivita podporovana z jinych verejnych zdroju
Others
Publication year
2017
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
ICERI2017 Proceedings
ISBN
978-84-697-6957-7
ISSN
2340-1095
e-ISSN
neuvedeno
Number of pages
7
Pages from-to
5873-5879
Publisher name
IATED Academy
Place of publication
Seville
Event location
Sevila
Event date
Nov 16, 2017
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000429975305149