Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions

Robertson, Leena Helavaara; Kinos, Jarmo; Barbour, Nancy W.; Pukk, Maarika; Rosqvist, Leif

doi:10.4324/9781315473536-7

Cited by 1 publication

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“…Parents held the view that their children were learning as they played and participated in everyday activities (interview data, M1, M2 and M4). This finding is supportive of Robertson et al (2015), who argue that pedagogy is culture-specific and is adapted according to traditions and societal situations. It is reflected in the following parents’ statements: They’re five years old, they are still young and like to play, and I think spontaneous play is important … In Holland before six they just play.…”

Section: Findings and Discussionsupporting

confidence: 68%

The relations between a ‘push-down’ and ‘push-up’ curriculum: A cultural-historical study of home-play pedagogy in the context of structured learning in international schools in Malaysia

Adams

Fleer

2016

Contemporary Issues in Early Childhood

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Historically, ‘free play’ in many European heritage communities has been a valued practice. However, political imperatives have challenged these beliefs and necessitated a more academic curriculum to raise standards, resulting in a ‘push-down’ curriculum. By contrast, many Asia-Pacific communities have increasingly included play in their curricula and discussed the benefits of imagination and creativity. Contradictions and tensions associated with the differing perspectives on the value of play present themselves when families move countries. This is evident in some international schools, where a diversity of families and differing play and academic practices interact. In order to understand this complex problem, cultural-historical theory was drawn on to investigate three expatriate families as the children transitioned into a Malaysian international school context. An analysis of digital video recordings (90 hours) of everyday life of the children at home and in school, and interview data of parents and teachers, found that an increase in a child’s academic competence was associated with a change in motive orientation in the family home from play to learning. Unexpectedly, play practices in the home turned into academic learning activities, which the authors have termed a ‘push-up’ curriculum, supporting the learning agenda of the international schools.

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Section: Findings and Discussionsupporting

confidence: 68%