'Well, I've Not Done Any Work Today. I Don't Know Why I Came to School'. Perceptions of Play in the Reception Class

Keating, Iris; Fabian, Hilary; Jordan, Pam; Mavers, Di; Roberts, Joy

doi:10.1080/03055690020003638

Cited by 42 publications

(27 citation statements)

References 8 publications

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“…Further, children associate play with friendship (Factor, 2009;Ramazana et al, 2012) positive emotions (Patte, 2009), and toys (Holmes, 1999). A substantial evidence base exists documenting how children distinguish play from work (Fein & Wiltz, 1998;Keating, Fabian, Jordan, Mavers, & Roberts, 2000;King, 1990;Riefel, 1988). Work, unlike play, is perceived by children as directed by adults (King, 1979) as tasks assigned by teachers (Smith et al, 1986), something children are 'asked to do by a grownup' (Holmes, 1999, p. 65), associated with academic learning and worksheets (Holmes, 1999;Patte, 2009), and, for some children, negative emotions (Patte, 2009).…”

Section: Children's Perspectives On Playmentioning

confidence: 99%

Listening to children's perspectives on play across the lifespan: children's right to inform adults' discussions of contemporary play

Nicholson

Shimpi

Kurnik

et al. 2014

International Journal of Play

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Section: Children's Perspectives On Playmentioning

confidence: 99%

Listening to children's perspectives on play across the lifespan: children's right to inform adults' discussions of contemporary play

Nicholson

Shimpi

Kurnik

et al. 2014

International Journal of Play

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“…When making categorical decisions about their classroom activities, children refer to behavioural, environmental and social cues. From a behavioural perspective, children categorise activities as play according to their enjoyment of the task (Rothlein & Brett, 1987;Howard, 2002), the opportunity for pretence (Karrby, 1989), the absence of predetermined goals and the level of control afforded to them during the activity (Keating et al, 2000;Howard, 2002). Children are also sensitive to environmental cues such as where an activity takes place.…”

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

confidence: 99%

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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“…Within a framework of such a dichotomy, children learn to distinguish between learning and play (Keating et al 2010) and to link learning with teachers and play with their self-initiated activities (Howard 2010;Robson 1993;Wing 1995). This is not beneficial for children, because research has shown that, if children view activities as play, their learning is facilitated and their perseverance on the task and their problem-solving skills are cultivated (Howard 2010;Whitebread 2010).…”

Section: Introductionmentioning

confidence: 95%

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

Synodi

2010

International Journal of Early Years Education

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This paper discusses the kindergarten curricula of Norway, Sweden, Japan and New Zealand in terms of whether they recommend or suggest teachers unify play and pedagogy by employing a pedagogy of play. These countries were selected because, while they have to provide for children's right to play, they cover different geographical and cultural parts of the world Á Europe, Asia and Oceania. Their curricula were examined because they can influence teachers in favour or against employing a pedagogy of play, since they express the officialstate expectations regarding young children's play and learning. The documentary analysis indicates that Japan focuses on child-initiated and teacher-directed play only, which does not imply a pedagogy of play. In Norway and New Zealand, there is evidence of almost all aspects of a pedagogy of play, which is not recommended for all learning, while the Swedish curriculum recommends a pedagogy of play.

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'Well, I've Not Done Any Work Today. I Don't Know Why I Came to School'. Perceptions of Play in the Reception Class

Cited by 42 publications

References 8 publications

Listening to children's perspectives on play across the lifespan: children's right to inform adults' discussions of contemporary play

Listening to children's perspectives on play across the lifespan: children's right to inform adults' discussions of contemporary play

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

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

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