TITLE

Didactic Approaches to Child-Managed Play: Analyses of Teacher's Interaction Styles in Kindergartens and After-School Programmes in Norway

AUTHOR(S)

Løndal, Knut; Greve, Anne

PUB. DATE

November 2015

SOURCE

International Journal of Early Childhood;Nov2015, Vol. 47 Issue 3, p461

SOURCE TYPE

Academic Journal

DOC. TYPE

Article

ABSTRACT

This article explores the nature of teachers' involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of 'pedagogical tact'. Qualitative material was gathered from observations and video recordings of children and their teachers in the kindergarten and the after-school programme, and interactional situations were analysed. The findings show that in both institutions, teachers' involvement follows three main approaches: surveillance, an initiating and inspiring approach, and a participating and interactional approach. Whether surveillance is based on judgments about safety or about rules, it seems to hamper the children's play. Children in both institution types seem to like when teachers' involvement included the initiation of new activities. Such activities often transform into child-managed play. Teachers' inspiring communications and interactions were also characterised by recognition and acknowledgement, and this approach appeared to promote child-managed play. It seems important that a surveillance approach does not overshadow an initiating and inspiring approach or a participating and interactional approach in interactional situations through which teachers act with pedagogical thoughtfulness and tact.

ACCESSION #

109927320

 

Related Articles

• Kinder teacher meet & greet.  // Wilson County News;4/2/2014, p4E 

  A photograph of kindergarten teachers including Heather Titz, Catherine Bruett, and Amiee Lopez of the Floresville South Elementary School in Texas is presented related to their meeting with families of student to be registered at the school on April 9, 2014.

• Pakistani Teachers' Perceptions of Kindergarten Children's Learning: An Exploration of Understanding and Practice. PARDHAN, Almina // Frontiers of Education in China;Mar2012, Vol. 7 Issue 1, p33 

  This paper considers perceptions of children's learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity....

• EFFECTIVENESS OF A STRUCTURED MULTISENSORY HANDWRITING CURRICULUM ON HANDWRITING SKILLS OF KINDERGARTEN STUDENTS. Donica, Denise; McCraw, Sara; Hudson, Suzanne; Cason, Jana // Journal of Education Research;2013, Vol. 7 Issue 1, p1 

  Fostering educational development and advancement of students is one of the many roles of teachers in America today. Delivering the necessary academic content at an appropriate developmental level to promote foundational skill achievement in kindergarten is not a simple task. Because of changes...

• Model of managerial support of professionally self determining young teacher at a pre-school educational institution. Babukhina, A. V. // Contemporary Higher Education: Innovative Aspects / Sovremennaia;Oct2011, Issue 4, p109 

  Components of structural and functional model of managerial support of professionally self determining young kindergarten teacher are shown, the importance of managerial support for professional determination of a young teacher starting a teaching career is revealed.

• Kindergarten Teachers Will Thank You! Behrens, Janice // My Big World;Feb2017 Teacher's Guide, preceding p1 

  The article discusses the need of developing social skills in kindergarten students as per a national survey of kindergarten school teachers in the U.S.

• Classroom quality profiles and associations with children's classroom engagement in Vietnamese kindergartens. Hoang, Nhi; Holopainen, Leena; Siekkinen, Martti // Learning Environments Research;Jul2019, Vol. 22 Issue 2, p193 

  The aim of the current study was to identify latent profile groups based on observed teachers' classroom quality and the relations of the latent profile groups to teacher age, teaching experience and children's classroom engagement and disaffection. Observations of 57 Vietnamese kindergarten...

• Interaction Between Significant Adult and Toddler in Russia and Vietnam. Galasyuk, I. N.; Shinina, T. V.; Shvedovskaya, A. A.; Morozova, I. G.; Efremova, E. V.; Nguyen, T. H.; Nguyen, T. L. // Psychological Science & Education;2019, Vol. 24 Issue 6, p47 

  The article discusses the role of child interaction with a significant adult (parent, kindergarten teacher, caregiver) in child's neurocognitive development within socio-cultural contexts of Russia and Vietnam. The article presents the results of a pilot study that included focus group...

• Preparing for Kindergarten.  // Education Digest;Feb2012, Vol. 77 Issue 6, p28 

  A condensed reprint of the article "Preparing for Kindergarten," prepared by the educational company Age of Learning, Inc. in 2011 for the website ABCmouse.com, is presented. The article details the results of a survey of kindergarten teachers regarding the skills they believe children should...

• FULL DAY. Lefkos, Patti Shales // Okanagan Life;Sep2011, p27 

  The article presents information on full day kindergarten program and the views of parents and teachers on it. It states that long time kindergarten teachers share ideas and support each other and training sessions are also provided to them. According to the teacher Madame Rajabally, full day...

Read the Article