Reggio Emilia kindergarten teachers’ experiences of interpreting and supporting children’s play in Korea: Focusing on highly experienced teachers

This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

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Vygotsky's theories of play, imagination and creativity in current practice: Gunilla Lindqvist's “creative pedagogy of play” in U. S. kindergartens and Swedish Reggio-Emilia inspired preschools

Perspectiva ◽

10.5007/2175-795x.2014v32n3p919 ◽

2014 ◽

Vol 32 (3) ◽

pp. 919-950 ◽

Cited By ~ 6

Author(s):

Monica Nilsson ◽

Beth Ferholt

Keyword(s):

The United States ◽

Reggio Emilia ◽

Human Cognition ◽

Central Component ◽

Children's Play ◽

Theoretical Support ◽

Creative Pedagogy ◽

Children’S Play ◽

New Form

The ideal of modern western childhood, with its emphasis on the innocence and malleability of children, has combined with various social conditions to promote adult's direction of children's play towards adult-determined developmental goals, and adult's protection of children's play from adults.However, new forms of play, in which adults actively enter into the fantasy play of young children as a means of promoting the development and quality of life of both adults and children, have recently emerged in several countries (Sweden, Serbia (the former Yugoslavia), Finland, Japan and the United States). In this paper we discuss the theoretical support for this new form of activity:we argue thatGunilla Lindqvist's reinterpretation ofVygotsky's theory of play, with its emphasis on the creative quality of play, is unique amongst contemporary Western European and American theories of play. And we describe a series of formative interventions that are both instantiations of this new form of activity and an investigation of its theoretical support, which are being conducted in theUnited States and Sweden. Researchers at the Laboratory of Comparative Human Cognition at the University of California, SanDiego have implemented and studied Lindqvist's creative pedagogy of play in U.S. early childhood public school classrooms. Over the past year the central component of this pedagogy, playworlds, has been introduced and studied in three Swedish Reggio-Emilia inspired preschools. In conclusion, some of the findings from these research projects are presented.

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Kindergarten teachers’ experiences of the 2019 revised Nuri curriculum: Focusing on low experienced teachers

korean Jouranl of Early Childhood Education ◽

10.15409/riece.2021.23.4.8 ◽

2021 ◽

Vol 23 (4) ◽

pp. 185-210

Author(s):

Hyun-jin Park ◽

Yijeong Kwon

Keyword(s):

Kindergarten Teachers ◽

Experienced Teachers ◽

Teachers Experiences

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Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

International Perspectives on Early Childhood Education and Development - Outdoor Learning and Play ◽

10.1007/978-3-030-72595-2_5 ◽

2021 ◽

pp. 79-93

Author(s):

Hanne Værum Sørensen

Keyword(s):

Social Relations ◽

Kindergarten Teachers ◽

Free Play ◽

Children's Play ◽

Cultural Formation ◽

Video Observations ◽

Children’S Play ◽

Primary Focus ◽

And Gender ◽

Outdoor Playtime

AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.

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