More than just play: The significance of mutually directed adult‐child activity

Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan

“…To do that, written evidence, which shows the difference between children's free and mutually directed play was sought, based on the literature on a teacher's disruptive actions (Henry 1990;Jones and Reynolds 1992;Macintyre 2001;Pramling Samuelsson and Johansson 2006;Wood and Attfield 2005). This means that terms or sentences recommending that teachers become involved in children's play on the children's terms and interests or not were sought for.…”

“…It takes place when teachers become involved in children's free play in a non-disruptive way. Non-disruptive ways of adult involvement in children's play are the opposite of teachers interrupting children's play to teach them rules or concepts included in the curriculum or teachers taking over children's play (Henry 1990;Jones and Reynolds 1992;Macintyre 2001;Wood and Attfield 2005). Another condition for the development of mutually directed play is for teachers to respect children and become involved in their play 'on children's terms' (Wood and Attfield 2005, 172;see also Canning 2007;Goouch 2008), that is having their meanings and intentions in mind (Gmitrova and Gmitrov 2003;Jones and Reynolds 1992;Kitson 1997;Wood and Attfield 2005).…”

Co‐player and co‐artist: New roles for the adult in children's visual arts experiences

“…Notions of the teacher as "coexplorer", "initiator and partner" (Henry 1990), and "co-player" (Johnson et al, 1987), used in the context of children's play, suggest participatory roles which teachers might also adopt within the context of extended artwork that involves imaginative play. Such artwork is here referred to as an "art project".…”

“…Some of the suggestions have been influenced by recent developments and changes that have occurred with respect to the teacher's role in children's dramatic and imaginative play. In particular, I will blend the notions of "co-player", "co-explorer", found in the literature on play (Johnson, Christie, Yawkey, 1987;Henry, 1990), with the notion of "co-artist" as advocated by Abbs (1989a) in aesthetic education. These notions will be explored in relation to the "project-approach" advocated by Katz and Chard (1990), but in the context of projects that are grounded in artmaking.…”

The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds

“…The interactions that occur through play tell children that parents are fully paying attention to them and help to build enduring relationships. 6,13,14,20,21 Parents who have the opportunity to glimpse into their children's world learn to communicate more effectively with their children and are given another setting to offer gentle, nurturing guidance. Less verbal children may be able to express their views, experiences, and even frustrations through play, allowing their parents an opportunity to gain a fuller understanding of their perspective.…”