The play matrix: a tool for assessing role-play in early childhood

The voices of both early childhood education teachers and children tend to be weak in the choir of agents that constitute the aims and practices of early childhood education. In this article, a video that a teacher made of four children playing dragons, followed by open-ended interviews exploring why she found this particular activity of interest and then open-ended interviews with the involved children while watching and commenting on the video, forms the basic material for discussing how children’s imaginative play can inform what might be valuable activities in early childhood education. The theoretical framework and concepts for analysis draw on an understanding of cultural formation and a cultural-historical approach that outlines children’s development through participation in activities framed by contextual conditions. By tracing conflicts caused by differences in the involved children’s values and motives while meeting conditions and demands in their context, at the personal, institutional and societal levels, the exploration of friendship, danger, space, institutional rooms and what good play ‘is’ are depicted in children’s imaginative role play. From this, imaginative play is seen as being endowed with valuable activities in early childhood education and forms a contrast to the emphasis on future academic competences that are far removed from the children’s experiences.

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Cultural Development of the Child in Role-Play: Drama Pedagogy and Its Potential Contribution to Early Childhood Education

International Perspectives on Early Childhood Education and Development - Multidisciplinary Perspectives on Play from Birth and Beyond ◽

10.1007/978-981-10-2643-0_7 ◽

2017 ◽

pp. 111-128

Author(s):

Marilyn Fleer ◽

Anna Kamaralli

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Role Play ◽

Cultural Development ◽

Potential Contribution ◽

Childhood Education

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Understanding Culturally Responsive Play Through Drama-Based Pedagogy

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch034 ◽

2021 ◽

pp. 617-634

Author(s):

Holly B. McCartney ◽

Joshua Rashon Streeter ◽

Aaron T. Bodle

Keyword(s):

Early Childhood ◽

Culturally Responsive ◽

School Administrators ◽

Role Play ◽

Critical Role ◽

Empirical Work ◽

Scientific Support ◽

Neurological Research ◽

Definition Of ◽

Early Childhood Settings

In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.

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Role Play and Dialogue in Early Childhood Education

Discourse and Education ◽

10.1007/978-3-319-02243-7_27 ◽

2017 ◽

pp. 283-296

Author(s):

Sheena Gardner ◽

Aizan Bt Yaacob

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Role Play ◽

Childhood Education

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Playworlds and Narratives as a Tool of Developmental Early Childhood Education

Psychological Science and Education ◽

10.17759/pse.2020250404 ◽

2020 ◽

Vol 25 (4) ◽

pp. 40-50

Author(s):

P. Hakkarainen ◽

M. Bredikyte

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Personality Development ◽

Role Play ◽

Preschool Education ◽

Learning Activity ◽

Childhood Education ◽

Design Systems ◽

Main Ideas ◽

Research Collective

We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.

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Pengaruh Metode Role Playing / Bermain Peran Terhadap Aspek Perkembangan Bahasa pada Anak

At- Ta'lim : Jurnal Pendidikan ◽

10.36835/attalim.v4i1.54 ◽

2018 ◽

Vol 4 (1) ◽

pp. 57-66

Author(s):

Ivonne Hafidlatil Kiromi

Keyword(s):

Early Childhood ◽

Role Play ◽

Role Playing ◽

Symbolic Play

Game and play has its own meaning and meaning for the child. The game has a meaning as a means of self-socializing (children) means the game is used as a means of bringing children into society, knowing and appreciating the community. Role play is also called symbolic play, pretend, make-believe, imagination. This game is very important for the development of cognition, language, social, and emotion in early childhood. Language is one of the most important things in a child's life, with the child's language being able to interact with others and discover many new things in the environment. With language also, children are able to pour an idea or idea of his wishes. words to express ideas to others Keywords: role playing, language aspect development.

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Metode Role Play Sebagai Upaya Meningkatkan Kemampuan Guru dalam Deteksi Dini Pertumbuhan Perkembangan Balita

Jurnal Penelitian Kesehatan SUARA FORIKES (Journal of Health Research Forikes Voice) ◽

10.33846/sf11225 ◽

2020 ◽

Vol 11 (2) ◽

pp. 215

Author(s):

Nurwening Tyas Wisnu ◽

Ayesha Hendriana Ngestiningrum ◽

Nuryani Nuryani ◽

Hery Sumasto

Keyword(s):

Early Childhood ◽

Growth And Development ◽

Role Play ◽

Group Comparison ◽

Childhood Growth ◽

Emotional Role ◽

Growth Development ◽

And Control ◽

Static Group

Several studies have shown that the role of elementary school, kindergarten and PAUD (Early Childhood Education) teachers in early detection of toddler growth and development is very important in efforts to monitor and detect early childhood growth and development. This study aims to analyze the influence of role play learning methods using MCH books to improve the ability of teachers to detect children's growth and development. The design of this study was static group comparison. The study subjects were 100 PAUD Teachers in Poncol District, Magetan Regency, which were divided into treatment and control groups. Data was collected through questionnaires and observations using a checklist. Differences in the ability to detect growth and development of children between the two groups were analyzed using the t test. The results of data analysis show that there was an influence of the use of role play on the ability to detect growth, development and mental emotional problems in children. Keywords: children; growth; development, mental-emotional, role play; teacher ABSTRAK Beberapa penelitian menunjukkan bahwa peran guru SD, TK dan PAUD (Pendidikan Anak Usia Dini) dalam deteksi dini tumbuh kembang Balita sangat penting dalam upaya pemantauan dan deteksi dini tumbuh kembang balita. Penelitian ini bertujuan untuk menganalisis pengaruh metode pembelajaran role play penggunaan buku KIA untuk meningkatkan kemampuan guru untuk mendeteksi pertumbuhan dan perkembangan anak. Desain penelitian ini adalah static group comparison. Subyek penelitian adalah 100 Guru PAUD di Kecamatan Poncol, Kabupaten Magetan, yang dibagi menjadi kelompok perlakuan dan kelompok kontrol. Data dikumpulkan melalui pengisian kuesioner dan observasi menggunakan checklist. Perbedaan kemampuan deteksi pertumbuhan dan perkembangan anak antara kedua kelompok dianalisis menggunakan uji t. Hasil analisis data menunjukkan bahwa ada pengaruh penggunaan role play terhadap kemampuan deteksi pertumbuhan, perkembangan dan masalah mental emosional pada anak. Kata kunci: anak; pertumbuhan; perkembangan, mental-emosional, role play; guru

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