Eliciting Young Children's Perceptions of Play, Work and Learning Using the Activity Apperception Story Procedure

Howard, Justine

doi:10.1080/03004430214548

Cited by 81 publications

(95 citation statements)

References 21 publications

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“…Some theorists have argued against a play and work dichotomy (for example, Isaacs, 1932;Manning & Sharp, 1977;Lancy, 1996), although there is evidence to suggest that such a dichotomy does exist (for example, King, 1979;Rothlein & Brett, 1987;Karrby, 1989;Robson, 1993;Wing, 1995;Howard, 2002). Research that has focused on eliciting children's views has generated similar results with children indicating a clear conceptual distinction between play, non-play and work.…”

Section: Children's Perceptions Of Play and Learning In The Early Yeamentioning

confidence: 70%

“…As has been argued elsewhere (for example, Howard, 2002), much of the literature to date has considered play and learning from an adult perspective, based upon observations of children engaging in various activities. This concern has been raised by both theorists and practitioners.…”

Section: Introductionmentioning

confidence: 98%

“…This is because teachers can often feel pressured into providing activities that 'look like play' to other adults. Understanding children's perceptions of play and learning is the first step towards facilitating the successful implementation of a play-based curriculum (Ceglowski, 1997;Howard, 2002). Much of the developmental potential of play is dependent on children perceiving a sense of play and taking a playful approach to an activity.…”

Section: Introductionmentioning

confidence: 99%

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Children’s categorisation of play and learning based on social context

Howard

Jenvey

Hill

2006

Early Child Development and Care

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While much time has been spent deliberating about the definition of play, little emphasis has been placed on what children themselves perceive as play. The aim of the present study was to examine social context as a cue for children's perceptions of play and learning. Ninety-two children aged between four and six years (mean four years nine months) participated in the study and completed the Activity Apperception Story Procedure. Children were asked to sort photographic stimuli into those they believed depicted play/not play and learning/not learning. Each of the stimuli were identified by independent raters as containing one of the following social cues; teacher absence (solitary activity, parallel activity or cooperative activity) or teacher presence (teacher involved activity or teacher directed activity). Findings revealed that children associated teacher absence with play. More specifically, children made links between play and the presence of peers (parallel and cooperative activity). Findings are discussed in relation to play in the early years curriculum, differences in children's early educational experiences and the importance of understanding children's perceptions of play.

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Section: Children's Perceptions Of Play and Learning In The Early Yeamentioning

confidence: 70%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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Children’s categorisation of play and learning based on social context

Howard

Jenvey

Hill

2006

Early Child Development and Care

Self Cite

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“…They warm up on the board, recap numbers of tens and units in a number' (FNA 100,11). Even though the activities were focused and adult-led they were playful and featured many of the cues that children associate with play, such as not being at a desk and being physical (Howard 2002).…”

Section: Play-based Active Learning and The Use Of The Outdoorsmentioning

confidence: 98%

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

et al. 2016

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In 2008, the Welsh Assembly Government began the implementation of a new holistic play-based learning continuum for children aged three to seven called the Foundation Phase. Areas of learning replaced subjects and consequently pupils in Wales under the age of seven no longer study Physical Education in its traditional form. With growing recognition of the importance of physical literacy and the role that Physical Education plays in its development, a three-phase complementarity mixed methods study explored the impact of this new curriculum on pupils' physical literacy, finding that the Foundation Phase makes a positive contribution to the development of physical literacy. This paper reports on two phases of that study to examine what the Foundation Phase is and how it is enacted in schools that have been identified as showing good practice. Phase one used documentary analysis and semi-structured interviews to gain an in-depth analysis of the curriculum. Phase two used mixed methods to ascertain fidelity of curriculum implementation. Findings suggest that the schools in the study were implementing the Foundation Phase with fidelity to the original aims of the policy makers and as such pupils were independent, motivated active learners making good progress in the development of physical literacy. ARTICLE HISTORY

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“…Indeed, Whitebread, Coltman, Jameson, and Lander (2009) underscore that it is vital for children to choose and to be in control of the process for any kind of activity to be classified as a play. The common finding of many studies (Howard, 2002, Howard, Jenvey, and Hill, 2006, Keating, Fabian, Jordan, Mavers, and Roberts, 2000, Pilten and Pilten, 2013) on children's perception of play states that an activity must have options to be a play for children. These findings assign substantial responsibilities to pre-school teachers in terms of planning and practicing play-based learning activities.…”

Section: Conclusion and Discussionmentioning

confidence: 99%