scholarly journals Hvilken innvirkning har barnehagens fysiske utemiljø på barns lek og de ansattes pedagogiske praksis i uterommet.

2015 ◽  
Vol 10 ◽  
Author(s):  
Trond Løge Hagen
Keyword(s):  
Preschool Children ◽  
Data Collection ◽  
Children’S Perspectives ◽  
Children's Play ◽  
Unpredictable Environments ◽  
Outdoor Environments ◽  
Mosaic Approach ◽  
Equipment Size ◽  
Guided Tours ◽  
Children's Activities

English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branche.English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branches

How preschool children think about libraries: Evidence from six children’s libraries in China

2018 ◽  
Vol 52 (2) ◽  
pp. 428-440
Author(s):  
Jianhua Xu ◽  
Pianran Wang ◽  
Brian W. Sturm ◽  
Yingying Wu
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Library Services ◽  
Third Place ◽  
Children’S Perspectives ◽  
Interpersonal Needs ◽  
Mosaic Approach ◽  
Children’S Voices

Listening to young children’s voices is crucial to improving children’s library services. The first step is unveiling how young children think about the library. Thus, researchers recruited the Mosaic approach including photography, interview, and drawing to explore the features of children’s libraries in children’s perspectives in six libraries in China. The results indicate that first, the children’s library is a “primary third place”. Second, the children’s library is an overlapping of home and society. Third, children can read books in the children’s library, but not just read. Fourth, the children’s library improves children’s awareness as patrons. It is suggested that young patrons already form initial understandings of the library, begin to complain about any problems, and put forward requirements for the library. Additionally, their interpersonal needs should be paid attention to. Therefore, librarians and researchers should respect the rights of children and listen to their voice when designing and providing library services associated with children.

scholarly journals INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN

2020 ◽  
Vol 66 (2) ◽  
pp. 319-321
Author(s):  
U.K. Kyyakbayeva ◽  
◽  
A.I. Bulshekbayeva ◽  
R.E. Karimova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Child ◽  
Preschool Age ◽  
The Political ◽  
Cultural Experience ◽  
The Family ◽  
Culture Enrichment ◽  
The Creation ◽  
Individual Needs ◽  
Children's Activities

Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.

scholarly journals Visual documentation as a normalizing practice: a new discourse of visibility in preschool

2010 ◽  
Vol 7 (3/4) ◽  
pp. 248-261 ◽  
Author(s):  
Anna Sparrman ◽  
Anne-Li Lindgren
Keyword(s):  
Children’S Perspectives ◽  
Fine Line ◽  
Child Perspective ◽  
Visual Technologies ◽  
Children's Activities

The visual documentation of education for pedagogical purposes focuses on preschool children’s activities and is used by educators to improve their understanding of children while strengthening their own professionalism. By analysing three educational TV programmes concerning visual documentation in preschools, this paper challenges the positivistic way visual documentation is portrayed. Moreover, it questions political documents and the TV programmes’ unproblematic description of children as always ready to be visually documented. Applying a child perspective and children’s perspectives, the paper demonstrates that there is a fine line between being documented and surveilled using visual technologies. The paper describes how doing on-looking-ness (onlooker) versus being looked-at-ness (looked at) can be understood as specific discursive formations.

scholarly journals Psychological Characteristics of Play Activities for Preschool Children with Autism Spectrum Disorders

2021 ◽  
pp. 123-130
Author(s):  
И.А. Конева ◽  
Т.А. Серебрякова ◽  
О.И. Борисова
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Quality Analysis ◽  
Object Play ◽  
Children's Play ◽  
Children’S Play ◽  
Spectrum Disorders

В статье рассматриваются особенности игровой деятельности дошкольников с расстройствами аутистического спектра (РАС). Данная проблема является недостаточно разработанной в специальной психологии и психокоррекционной практике и очень актуальной с точки зрения оптимизации развития детей с РАС. Анализируются результаты психологических исследований по отмеченной проблеме; описывается методологический аппарат проведенного авторами эмпирического изучения особенностей игровой деятельности дошкольников с расстройствами аутистического спектра (РАС): цель, гипотеза, методики; дается качественный анализ полученных результатов. В процессе сравнения особенностей игры дошкольников с РАС с возрастными нормативами доказано, что игровая деятельность этих детей отличается своеобразием: у большинства преобладает предметно-манипулятивная деятельность; отмечаются трудности в использовании предметов-заместителей в игре, нарушения при использовании свойств игрушки; предпочитаемая игра имеет стереотипный характер, а основным побудителем для игры служит выраженный сенсорный раздражитель. Подтверждена гипотеза о том, что у дошкольников с РАС в игровой деятельности преобладают предметные манипуляции, стереотипные действия, использование игрушек не по назначению. Кроме того, у дошкольников с РАС выявлены индивидуальные особенности игровой деятельности: предпочитаемые игры и игрушки, выбираемые места для игр, наличие или отсутствие ролевой речи. Перспективы дальнейшего исследования особенностей игровой деятельности дошкольников с расстройствами аутистического спектра могут быть связаны с разработкой индивидуально ориентированных коррекционно-развивающих программ с учетом особенностей игры каждого ребенка для оптимизации его общего психического развития. The article treats the characteristics of play activities for preschool children with autism spectrum disorders. This issue of special psychology and psychocorrectional practice is under-investigated and highly relevant as a means to enhance the development of children with autism spectrum disorders. The article analyzes the results of psychological research on the issue. It describes the methodological apparatus for empirical investigation of play activities for preschool children with autism spectrum disorders: the aim, the hypothesis, the methods employed. It also provides a quality analysis of the obtained results. A comparative analysis of autistic children’s play activities and play activities of normotypical children of the same age shows that autistic children’s play activities have some peculiarities: the majority of children engage in object play, they experience difficulties with symbolic play, cannot properly use the properties of a play object, they prefer stereotypical and repetitive play activities, they engage in play activities for the physical sensation it creates. The article proves the hypothesis that preschool children with autism spectrum disorders engage in object manipulations, stereotypical activities, do not use objects the way they are intended to be used. Moreover, preschool children with autism spectrum disorders demonstrate individual peculiarities when engaged in play activities: favorite toys and games, favorite play spots, absence or presence of verbal communication during pretend play. Further investigation of play activities for preschool children with autism spectrum disorders can be associated with the development of individual correctional programs that take into consideration children’s individual play characteristics and enhance children’s psychological development.

scholarly journals Children's perspectives on outdoor play programs in childcare centre playgrounds: are early childhood educators listening?

2021 ◽  
Author(s):  
Yunjoo (Christina) Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Children’S Perspectives ◽  
Childcare Centre ◽  
Holistic Understanding ◽  
Mosaic Approach ◽  
Outdoor Programs ◽  
Children's Interests

Outdoor programs are part of children’s everyday experiences in childcare centres. However, there is a lack of research that explores children’s viewpoints on their outdoor programs in childcare centres. This qualitative study examined children’s perspectives using the Mosaic approach. In addition, the early childhood educators (ECEs) were interviewed to investigate how they learn about and support children’s interests. Findings indicate that using the Mosaic approach can contribute to a more holistic understanding of children’s perspectives of their outdoor play programs. Findings also indicate that ECEs use observation and communication to learn about children’s interests. The ECEs also stated that they support children’s interests during their outdoor programs through verbal support and modelling, changing and expanding activities, and preparing various activities and materials for the children. Discussion on the findings explores multiple methods for tapping children’s perspectives, implications for teacher practices, and direction for future research.

scholarly journals The dynamic relationship between outdoor environments and children’s play

2020 ◽  
pp. 1-14
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Rune Storli ◽  
Ole Johan Sando
Keyword(s):  
Children's Play ◽  
Dynamic Relationship ◽  
Outdoor Environments ◽  
Children’S Play

Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens

2016 ◽  
Vol 15 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Elena Papadopoulou ◽  
Athanasios Gregoriadis
Keyword(s):  
Preschool Children ◽  
School Engagement ◽  
Positive Interactions ◽  
Northern Greece ◽  
Children’S Perspectives ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Child Relationship ◽  
Ethnicity Differences

The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.

An Analysis of Stimulus Dimensions Which Define Children's Encapsulating Play Objects

1973 ◽  
Vol 37 (2) ◽  
pp. 495-501 ◽  
Author(s):  
Anthony F. Gramza
Keyword(s):  
Preschool Children ◽  
Physical Environment ◽  
Play Behavior ◽  
Specific Stimulus ◽  
Children's Play ◽  
Stimulus Parameters ◽  
Children’S Play

Preschool children were systematically exposed to enterable boxes made of transparent, translucent and opaque Plexiglas presented within the context of a playroom setting. Measurement of responses to these boxes indicated that children at play prefer encapsulating objects which offer visual cut-off and darkness more than those providing tactile enclosure alone. This investigation constitutes part of an ongoing program which is exploring the manner in which specific stimulus parameters of the physical environment modulate children's play behavior.

scholarly journals The Design and Development of the Father-Child Instrument (FCI) for Assessing the Characteristics of Fathers’ Availability and Engagement With Their Preschool Children

2009 ◽  
Vol 4 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Nina Halme ◽  
Marja-Terttu Tarkka ◽  
Eija Paavilainen ◽  
Tapio Nummi ◽  
Päivi Åstedt-Kurki
Keyword(s):  
Health Care ◽  
Preschool Children ◽  
Data Collection ◽  
Health Care Research ◽  
Well Being ◽  
Design And Development ◽  
Care Research ◽  
The Family ◽  
Child Involvement ◽  
Health And Well Being

Despite the fact that father—child involvement has extensive effects on the health and well-being of the family, there is a paucity of research on fathers’ presence in health care research. The design and development of an instrument for assessing the characteristics of fathers’ availability and engagement with their preschool-aged children in Finland is presented. Data collection was undertaken in two separate periods involving 263 and 821 fathers. Results indicate that the father—child instrument (FCI) is ready for use in research seeking to assess fathers’ availability and engagement with their preschoolers. Further research is nonetheless required to assess the potential for a more sensitive interaction and for the generalization of the FCI.

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