Exploring the Pedagogic Culture of Creative Play in Early Childhood Education

Autor/inn/en	Arnott, Lorna; Duncan, Pauline
Titel	Exploring the Pedagogic Culture of Creative Play in Early Childhood Education
Quelle	In: Journal of Early Childhood Research, 17 (2019) 4, S.309-328 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arnott, Lorna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19867370
Schlagwörter	Play; Creativity; Young Children; School Culture; Early Childhood Education; Space Utilization; Interpersonal Relationship; Toys; Educational Resources; Museums; Inquiry; Attention; Risk; Student Participation; Adults; Role; Preschools; Educational Environment; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Spiel; Kreativität; Frühe Kindheit; Schulkultur; Schulleben; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Raumnutzung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Toy; Spielzeug; Bildungsmittel; Museum; Museumswesen; Museen; Aufmerksamkeit; Risiko; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Rollen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland
Abstract	We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children's creative play. We adapted the Analysing Children's Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture -- space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children's creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a 'pedagogic culture' that transforms children's creative play. We present 'stories' of each pedagogic culture that we observed, to describe how children's creative play manifested within each culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01