Play-Responsive Teaching in Early Childhood Education

Abstract

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Broadening the Rights of Children in the Anthropocene

“…As it has to do with different forms of how children get together and participate in society., we must be sensitive to play as children's collective rights. Play is described as children's ways of being (Lillemyr 2013) and as children's preferred lifeform (Bateson 2011;Bath and Karlsson 2016;Pramling et al 2019). Thus, it is during play that children create spaces for experiencing and living democracy on their own premises (Sadownik and Starego in press).…”

“…To get together on your own premises and while playing negotiate the reality established in between the real and the imaginary worlds (Bath and Karlsson 2016;Pramling et al 2019) has become a challenged practice. Play is put in danger either by the learning discourse that simplifies play to a (playful) learning method (Brooker et al 2014), or the discourse of safety imposing more and more safety rules on ECEC services (Hansen Sandseter 2010).…”

“…Article 31 seen in the light of this collective dimension of rights, will thereby require an understanding of play as an activity with intrinsic value. The school-like tradition of instruction with an instrumental use of play (as a learning method) is not responsive to the ECE traditions of holistic and play-based social learning and development (Pramling et al 2019). To find a balance between children's agentic collective rights, e.g.…”

“…Sweden (NAFE 2018) and Australia (Commonwealth of Australia 2009), preschools should express a child-centred humanistic perspective where children have equal rights to be listened to and to participate in democratic processes. Children are increasingly regarded as competent actors on their own terms (Dahmen 2014;Pramling et al 2019). Childhoods are perceived as social, cultural and historic phenomena.…”

Internships in kindergartens as a resource for development of practices with different quality levels

“…Such in-service training programs are often not focused on development of teacher's key competence: ability to keep balance between solution of educational tasks and interests of a child. The challenge faced by a teacher in everyday work is the need to be sensitive to children while expanding their capabilities, not only to follow them but also to propose cultural facilities [8][9]. Reflective pedagogical action and its embodiment into pedagogical cycle (observation-planning-action-observation) allow solving this problem [10].…”