Educational practices in Junior Kindergarten: How does the teacher engage with the child's play?

被引：2

作者：

Mavungu-Blouin, Corinne ^{[1
]}

Laurent, Angelique ^{[1
]}

Letarte, Marie-Josee ^{[1
]}

Lemelin, Jean-Pascal ^{[1
]}

机构：

[1] Univ Sherbrooke, Sherbrooke, PQ, Canada

来源：

REVUE DES SCIENCES DE L EDUCATION | 2022年 / 48卷 / 01期

关键词：

play; early childhood education; teacher involvement; gender; teaching skills; GUIDED PLAY; INVOLVEMENT; BELIEFS;

D O I：

10.7202/1096358ar

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Play allows children to develop themselves and to learn (Pyle and Bigelow, 2015), and it's magnified when teachers are involved in it (Weisberg et coll., 2016). This descriptive and correlational study aims to examine teachers' involvement in play during junior kindergarten play time in Quebec and to explore its relationship with other factors related to play. After analyzing 43 videos of play, results show that teachers are mostly uninvolved during children play, and that their level of involvement (Johnson et coll., 2005) seems to vary depending on the type of play (Smilansky, 1968) and the child's gender. This study shows the importance of developing teachers' expertise regarding children play.

引用

页数：20

共 45 条

[1] Examining the role of teacher presence and scaffolding in preschoolers' peer interactions [J].