Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

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Similarities and Differences between West and East German Primers, 1945–1949

Journal of Educational Media Memory and Society ◽

10.3167/jemms.2019.110106 ◽

2018 ◽

Vol 11 (1) ◽

pp. 73-96

Author(s):

Verena Stürmer

Keyword(s):

Comparative Analysis ◽

Everyday Life ◽

Turning Point ◽

History Of Reading ◽

Children's Play ◽

Children’S Play ◽

History Of ◽

East German ◽

Similarities And Differences ◽

Almost All

The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.

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Role Substitution in Preschoolers’ Play with Toy Characters

Psychological Science and Education ◽

10.17759/pse.2021260102 ◽

2021 ◽

Vol 26 (1) ◽

pp. 41-50

Author(s):

I.A. Ryabkova ◽

E.G. Sheina

Keyword(s):

Gender Differences ◽

Everyday Life ◽

Role Playing ◽

Free Play ◽

Specific Function ◽

Children's Play ◽

Number Of Children ◽

Children’S Play ◽

Family Home

This paper is a part of the research devoted to observing free play with different role-playing materials in preschool children.Here we describe the results of our observations of preschoolers’ play with toy characters (dolls, figures, soft toys, etc.).It was found that there are significant gender differences in this type of play: boys either do not play at all or play in the director’s position; at the same time, if they take on a role, they tend to ignore toy characters.As it is shown, the number of role-playing names is quite high in the children’s play with toy characters.This may reflect the specific function of this type of material in play.Among the prevailing play topics are family, home, pets, everyday life and motives of care and attention in general.Age analysis showed that the number of children with roles increases at 6 years, while at 5 years — when play is at its peak – role substitution in playing with toy characters is rather ignored by children.

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An Overview of Developed Forms of Pretend Play Situation in Ecec Institutions in Lithuania

Pedagogika ◽

10.15823/p.2014.037 ◽

2014 ◽

Vol 115 (3) ◽

pp. 190-205

Author(s):

Agnė Brandišauskienė ◽

Danguolė Maslienė

Keyword(s):

Detailed Analysis ◽

Personal Experience ◽

Pretend Play ◽

Free Play ◽

Older Children ◽

Children's Play ◽

Children’S Play ◽

Mixed Groups ◽

Fantasy Themes

This article aims to give an overview of the situation of children’s play in ECEC classrooms. According to the teacher’s opinions and observations, it could be said that ECEC institutions allow free play of children: the kids like to play in small-sized and often gender-mixed groups. It is observed that while playing alone girls and boys prefer different games, and each play theme is usually developed from a few days to a week. Deeper analysis reveals that the topics of children’s games are steaming from their personal experience. The older children more freely construct imaginary situations and are less dependent on objects and environment. In teacher’s opinions, fantasy themes (that are the indicators of higher level of play) of play are not frequent but elder children play more fantasy themes than the younger ones. Understanding the significance of play for the development of children we speculate that the educator’s role in supporting or suppressing possibilities for play in the classroom is of greatest importance. Therefore, a more detailed analysis of the teacher’s understanding of the concept and the phenomenon of play would be very meaningful.

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