A Diverse Perspective: How Teachers and Children View Educational Play in Kindergarten

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

A Diverse Perspective: How Teachers and Children View Educational Play in Kindergarten

Popis výsledku v původním jazyce

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&apos;s supposed partner in the play at all stages - from preparation to implementation. However, the teacher&apos;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 &quot;children&apos;s voices&quot; 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.

Název v anglickém jazyce

A Diverse Perspective: How Teachers and Children View Educational Play in Kindergarten

Popis výsledku anglicky

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&apos;s supposed partner in the play at all stages - from preparation to implementation. However, the teacher&apos;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 &quot;children&apos;s voices&quot; 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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2017 Proceedings

ISBN

978-84-697-6957-7

ISSN

2340-1095

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

5873-5879

Název nakladatele

IATED Academy

Místo vydání

Seville

Místo konání akce

Sevila

Datum konání akce

16. 11. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000429975305149