Play in Early Childhood Education

Johnson, James E.; Sevimli-Celik, Serap; Al-Mansour, Monirah

doi:10.4324/9780429442827-12

Cited by 18 publications

(18 citation statements)

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“…Preselection can also explain this finding: teachers who perceived themselves as “sillier” chose to work with younger kids with whom they felt more comfortable to expresses this trait. Johnson et al (2013) argued that “No longer is it enough for an ECE teacher to simply respect playfulness in young children; they must also be playful themselves and master play facilitation techniques” (p. 271). The findings of the current study provide tentative support for this claim.…”

Section: Discussionmentioning

confidence: 99%

“…Using silliness, spontaneity and other play behaviors for pedagogical purposes is easier when one has mastered play-based assessment and communication techniques ( Jones and Reynolds, 2015 ). Unfortunately, however, play and playfulness are often neglected in teacher education ( Johnson et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“…Over the years, several attempts have been made to understand the role of play in ECE, based on extensive theoretical and empirical literature supporting its significance for young children’s development and well-being (for a review, see Johnson et al, 2013 ). There is substantial evidence that through play and playfulness children demonstrate improved verbal and social communication, high levels of interaction skills, creativity, imagination, divergent thinking, and problem-solving skills (see review at Wood and Attfield, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

“…The teacher is considered to play a significant role in creating a playful environment and developing children’s play ( Pramling Samuelsson and Johansson, 2009 ; Johnson et al, 2013 ). Teachers’ role includes planning of the setting for play, using a playful pedagogic approach, and engaging with children in play ( Wood, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

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The Relation between Teachers’ and Children’s Playfulness: A Pilot Study

Pinchover

2017

Front. Psychol.

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Young children spend considerable time in educational settings, in which traditionally, their primary occupation is play. A playful preschool environment has been related to better cognitive, social and emotional development. Although it is assumed that teachers’ playful behaviors are important in creating a playful school environment, empirical knowledge on this subject is lacking. The current study pilot examines the relation between teachers’ and children’s playfulness. Thirty-one teacher–child dyads participated. The teachers were asked to complete the Adult Playfulness Scale (APS). Thirty-minute videotapes of teacher–child play interactions were used to evaluate the child’s playfulness using the Test of Playfulness. A positive relation was found between two of the APS subscales (spontaneity and silliness) and child playfulness. Teacher silliness mediated the relation between children’s age and playfulness. This study is the first to show that teachers’ playfulness aspects are related to higher playfulness in children. Promoting teachers’ playful behaviors can be related to better teacher–child playful interactions, thereby enhancing children’s playfulness.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Relation between Teachers’ and Children’s Playfulness: A Pilot Study

Pinchover

2017

Front. Psychol.

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“…Linking risk to play means that common characteristics of play apply: generally that play is a volunteer and purposeless activity, driven by intrinsic motivation (Johnson et al, 2012;Lillemyr, 2009). Seen this way, children engage in risky play with only the immediate reward of playing-or the activity itself-as motivation.…”

Section: Introductionmentioning

confidence: 99%

Affordances for 1- to 3-year-olds’ risky play in Early Childhood Education and Care

Kleppe

2018

Journal of Early Childhood Research

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This article focuses on how Early Childhood Education and Care institutions provide for 1-to 3-yearolds' risky play-a previously little researched topic-utilizing data from an exploratory, small-scale study investigating aspects of risky play in the age-group. The main findings describe how three essentially different Early Childhood Education and Care centers provide different opportunities for risky play. These environments are assessed with the theoretical concept of affordance and suggest that versatile, flexible, and complex environments and equipment-with little objective risk-are optimal for children's risky play in this age-group. Being a new topic, the affordance assessment is discussed in relation to a standardized measurement, the Infant-Toddler Environment Rating Scale-Revised edition. Findings indicate that the two approaches partly coincide but also that there are discrepancies. Interpretations and implications are discussed.

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