Children’s Empowerment in Play

Canning, Natalie

doi:10.4324/9780429452178

Cited by 10 publications

(10 citation statements)

References 31 publications

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“…Space is characterised in the broadest sense by the distal pedagogic framing in planning (Rogoff, 2008). Here we see space as both physical but also implicit as we set up the boundaries of the play space (Canning, 2007). Table 2 synthesises the main elements of Space mapped against the manifestations of creative play observed according to our codebook.…”

Section: Describing Creative Play Within Contexts: Space Interpersonmentioning

confidence: 99%

Exploring the pedagogic culture of creative play in early childhood education

Arnott

Duncan

2019

Journal of Early Childhood Research

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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.

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Section: Describing Creative Play Within Contexts: Space Interpersonmentioning

confidence: 99%

Exploring the pedagogic culture of creative play in early childhood education

Arnott

Duncan

2019

Journal of Early Childhood Research

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“…Although this theory is neither directly related to technological activities in kindergarten nor to the teaching methodology in preschool, it generally reflects indirectly to the children's activities in their free time. Canning (2007) describes situations in which toddlers reproduce, experiences that they had with adults in their free play. Similarly, infants sometimes apply, in their free play, actions carried out earlier with adults on the computer or the internet.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Methods in Greek Kindergarten and Pre-kindergarten Schools: Traditional Method vs New Technology

2022

JEP

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In the early 2000's new technology methods were introduced in Greek kindergarten schools, which enriched the learning methods that were used before 2000, enabling teachers to embrace this technological era. Using new technologies and promoting them to students doesn't mean that the learning outcomes will be better. Will the students learn by using new technologies? Will the learning outcome be improved? These are some of the basic questions this article is about. This work compares the performance of the students on traditional learning methods to new technology learning methods in order to investigate which of the two methods has the best learning outcomes. Moreover, the intelligence of the pupils was evaluated by the use of Raven's Colour Progressive Matrix (CPM). The results of the current research in a sample of 1183 Greek pupils indicated that pupils tend to perform better by the use of new technologies. Furthermore, the level of intelligence for the majority of the sample ranged from normal to high intelligence and does not have a strong influence on pupils' performance.

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“…Play is important for the development of children in the physical, social-emotional and cognitive domains [54,55]. By interacting with other children, they train negotiation and social skills.…”

Section: Improve (Children's) Cognitive Developmentmentioning

confidence: 99%

“…By interacting with other children, they train negotiation and social skills. Cognitive skills are often achieved by creating and adapting game rules, scenarios, and characters [54][55][56]. It seems that introducing technology into traditional play could also aid in children's development.…”

Section: Improve (Children's) Cognitive Developmentmentioning

confidence: 99%

“…Mast et al [124] and van Boerdonk et al [134] performed their user studies with respectively cooperative Tetris and TouchMeDare during a large music festival. 55 Lund et al showed qualitative and prelimanry results with a pilot for home rehabilitation with their interactive Playware tiles [34]. Van Delden et al placed their playground in an art-gallery for several months, where children enjoyed playing in it and came back to play with it again [146].…”

Section: Fit For Purpose In a Certain Contextmentioning

confidence: 99%

See 1 more Smart Citation

Co-located augmented play-spaces: past, present, and perspectives

Delden

Gerritsen

Heylen

et al. 2018

J Multimodal User Interfaces

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In recent years, many different studies regarding Co-located Augmented Play-spaces (CAPs) have been published in a wide variety of conferences and journals. We present an overview. The work presented in these papers includes end user's perspectives as well as researcher's perspective. We place these within four aspects in this review: (1) Argumentation, the underlying reasons or the higher end goals to investigate interactive play from a user's perspective, (2) Systems, the kind of systems that are created, this includes their intended use which fits the end user's perspective, (3) Evaluation, the way in which the researchers evaluate the system, (4) Contribution, the goal of the studies from the researcher's perspective; what does the study contribute to the research community. CAPs are often multimodal in nature; this survey pays attention to the multimodal characteristics in relation to all four aspects. This overview contributes a clearer view on the current literature, points out where new opportunities lie, and hands us the tools for what we think is important: bringing the end-user and research perspective together in intervention based evaluations. In short, this paper discusses CAPs: their past, the present, and the perspectives.

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Children’s Empowerment in Play

Cited by 10 publications

References 31 publications

Exploring the pedagogic culture of creative play in early childhood education

Exploring the pedagogic culture of creative play in early childhood education

Learning Methods in Greek Kindergarten and Pre-kindergarten Schools: Traditional Method vs New Technology

Co-located augmented play-spaces: past, present, and perspectives

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