Early Childhood Pedagogical Play

Ridgway, Avis; Quiñones, Gloria; Li, Liang

doi:10.1007/978-981-287-475-7

Cited by 46 publications

(3 citation statements)

References 16 publications

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“…Further to this, the kind of active relational engagement suggested earlier that involves conceptual reciprocity (Ridgway, Quiñones & Li, 2015), is formed when a professional discourse is lived in, acted upon and felt. As Shotter notes; 'the meaningfulness of our language does not initially depend on its systematicity, but on our spontaneous, living, bodily responsiveness to the others and othernesses around us' (Shotter, 2003, p.435).…”

Section: Theoretical Considerationsmentioning

confidence: 88%

“…We have theorized the playful moment of exchange where we see how reciprocity can form into a shared intention as 'conceptual reciprocity' (Ridgway, Quiñones, Li, 2015). For conceptual reciprocity to be used as an affective and effective pedagogical practice in early childhood education and care, an appreciative understanding of how to locate and attune to the child's perspective is critical.…”

Section: Methodological Considerationsmentioning

confidence: 99%

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Early Childhood pre-service students’ transitioning into discourses of professional practice

Quiñones

Ridgway

2015

AJTE

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The focus of this study is to investigate early childhood students' discourses of play-based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy assignments. We analysed their assignments and selected quotes that focused on their role as educators and related to the VEYLDF. We theorized the concept of conceptual reciprocity as students' understanding of their role in being sensitive and reciprocal with children and families. Our findings indicated that early childhood pre-service students shared a common language as they transitioned to professional practice. This concept links strongly to students and VEYLDF perspectives of pedagogical educators being effective and affectively relating to children. The study shows how pre-service students understand discourses that are in line with the VEYLDF and the National Quality (NQ) reform agenda where professionals must know how to communicate and interact with other cultures and show responsive engagement with children, families and wider society.

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Section: Theoretical Considerationsmentioning

confidence: 88%

Section: Methodological Considerationsmentioning

confidence: 99%

Early Childhood pre-service students’ transitioning into discourses of professional practice

Quiñones

Ridgway

2015

AJTE

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“…The present study utilized the cultural-historical perspective to play as the theoretical framework. The child's play according to this perspective, is influenced by human activity, language of communication and artefacts of the play context (Ridgway et al, 2015). Thus, to attain optimal development, children's play needs to occur in a social and cultural context.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Ghanaian Parents’ Perspectives on Young Children’s Play Experiences during the Coronavirus Pandemic

2023

IJSSES

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This study examined Ghanaian parents' perspectives on how their children's play experiences were influenced by the 2019 coronavirus pandemic. Purposive criterion sampling was used to select 15 parents (aged 20-50 years old) from three communities in the Cape Coast Metropolis in the Central Region of Ghana.The selection criteria were that potential parents had at least one child between the ages of four and eight years old, and that the child or children must be living with the parent(s) at the time of the study. Semistructured interviews served as the primary source of data. Inductive data analysis strategies were employed to analyze the data. Results showed that children's play experiences changed during the pandemic in terms of play types, play places, play partners, play materials, frequency of play, and gender dynamics. The major factors that influenced children's play during the coronavirus outbreak were parents' personal factors and the availability of play materials. Additionally, children were active agents in their own play experiences. There needs to be a concerted effort among parents, schools, and other stakeholders aimed at providing developmentally appropriate play experiences for young children.

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International Perspectives on Peer Play and Relationships in Early Childhood Settings

Ridgway

Quiñones

2020

International Perspectives on Early Childhood Education and Development

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Early Childhood Pedagogical Play

Cited by 46 publications

References 16 publications

Early Childhood pre-service students’ transitioning into discourses of professional practice

Early Childhood pre-service students’ transitioning into discourses of professional practice

Ghanaian Parents’ Perspectives on Young Children’s Play Experiences during the Coronavirus Pandemic

International Perspectives on Peer Play and Relationships in Early Childhood Settings

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