Free Play in Early Childhood Education: A Phenomenological Study

Autor/in	Aras, Selda
Titel	Free Play in Early Childhood Education: A Phenomenological Study
Quelle	In: Early Child Development and Care, 186 (2016) 7, S.1173-1184 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1083558
Schlagwörter	Early Childhood Education; Phenomenology; Play; Observation; Teacher Attitudes; Teacher Role; Foreign Countries; Preschool Teachers; Qualitative Research; Interpersonal Relationship; Semi Structured Interviews; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Phenomenological psychology; Phänomenologie; Psychologie; Spiel; Beobachtung; Lehrerverhalten; Lehrerrolle; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Qualitative Forschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Türkei
Abstract	It is aimed to investigate perceptions and implementations of early childhood teachers on free play and their involvement in children's free play. Recent studies focused on that, although there is an increase in the amount of teacher involvement, the quality of this involvement should be clearly examined. Lev Vygotsky examined play as an opportunity providing a context for socially assisted learning, a key role in abstract thinking, and a tool promoting development and learning. Teachers' involvement is considered as an important factor for the relationship between play and developmental outcomes. This phenomenological study used interview and observation. Results indicate that teachers respect the children's play. However, they get involved in when children have problems and need help. They use free playtime to complete their daily plans and take attendance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01