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Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study

Yıl 2009, Cilt: 26 Sayı: 1, 35 - 48, 02.09.2015

Öz

This inquiry addresses the important topic of children’s play within Early Childhood Education. While much research on play showed perspectives from different disciplines, this case study firstly attempts to add the children’s views. Secondly, this study aims to provide participatory opportunities for children to review their play and by this, become conscious participants in the research process. Within a post-modern perspective of children as holder of rights and experts of their life, the research question was: How do 4-5 year old children themselves perceive their self-initiated social pretend play with peers in kindergarten? In this case study a group of ten children in one kindergarten participated in a range of methods taken from the Mosaic Approach (Clark & Moss, 2008) over a period of ten weeks. Following a fluid, qualitative multi-method approach to data, children’s play episodes were video-recorded and reviewed with them. In pair interviews children reflected on their play episodes. Participatory techniques such as photographs or drawings facilitated children’s ability to express their reflections in a creative, non-verbal way. The data from each child was pieced together into little mosaics. Simultaneously, the whole data set became a collective entity which created one mosaic of children’s voices on play centred around the emerging themes of flexible resources, self-control, sharing meanings, joy and friendship. Within a trusting atmosphere, children feel emotionally secure and consciously take control over their participation in research. Putting participatory techniques into practice and reflecting on children’s play with them offer new insight for children and practitioners.

Kaynakça

  • Alvestad, M., & Samuelsson, I. P. (1999). A Comparison of the National Preschool Curricula in Norway and Sweden. [Electronic Version]. Early Childhood Research & Practice, 1. Retrieved 2008, 29 November from http://www.ecrp.uiuc.edu/v1n2/alvestad.html.
  • Bae, B. (2005). Troubling the identity of a researcher: Methodological and ethical questions in co-operating with teacher carers in Norway. Contemporary Issues in Early Childhood Education, 6(3), 283-291.
  • Birbeck, D.J., & Drummond, M.J. (2007). Research with young children: Contemplating methods and ethics. Journal of Educational Enquiry, 7(2), 21- 29.
  • Broadhead, P., & English, C. (2006). Open-ended role play: Supporting creativity and developing identity. In J. R. Moyles (Ed.), The excellence of play (pp. 72-85). Philadelphia: Open University Press.
  • Brooker, L. (2008). Interviewing children. In G. Mac Naughton, S. Rolfe & I. Siraj- Blatchford (Eds.) Doing early childhood research: International perspectives on theory and practice (pp. 162-177). Buckingham: Open University.
  • Bruner, J. S., Jolly, A., & Sylva, K. (Eds.) (1976). Play, and its role in development and evolution. Harmondsworth: Penguin Books.
  • Caiati, M., Delač, S., & Müller, A. (1990). Freispiel - freies spiel? Erfahrungen und impulse (4th ed.). München: Don Bosco.
  • Clark, A., & Moss, P. (2005). Spaces to play: More listening to young children using the mosaic approach. London: National Children's Bureau.
  • Clark, A., & Moss, P. (2008). Listening to young children: The mosaic approach. London: National Children's Bureau and Joseph Rowntree Foundation.
  • Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, Calif.: Pine Forge Press.
  • Corsaro, W. A. (2003). We’re friends, right?: Inside kids’ cultures. Washington, D.C.: Joseph Henry Press.
  • Christensen, P., & James, A. (Eds.) (2008). Research with children: Perspectives and practices. New York: Routledge.
  • Eide, B. J., & Winger, N. (2005). From the children's point of view: Methodological and ethical challenges. In A. Clark, A. T. Kjørholt & P. Moss (Eds.), Beyond listening (pp. 71-90). Bristol, UK: The Policy Press.
  • Garvey, C. (1976). Some properties of social play. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 570-583). Harmondsworth: Penguin Books.
  • Garvey, C. (1977). Play. London: Fontana.
  • Guss, F. (2005). Reconceptualizing play: Aesthetic self-definitions. Contemporary Issues in Early Childhood Education, 6(3), 233-243.
  • Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3), 379-393.
  • Hutt, C. (1976). Exploration and play in children. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, its role in development and evolution. (pp. 202-215). Harmondsworth: Penguin Books.
  • James, K., Bearne, E., & Alexander, E. (2004). ‘Doggy’s dead’: Reflecting on a teacher research study about young children’s sociodramatic play. Teacher Development, 8(2), 165-179.
  • Johansson, E., & Pramling Samuelsson, I. (2006). Play and Learning - inseparable dimensions in pre-school practice. Early Child Development and Care, 176(1), 47-65.
  • Kalliala, M. (2002). Angelprincess and suicide on the playground slide. The culture of play and societal change. European Early Childhood Education Research Journal, 10(1), 7-28.
  • Karlsson Lohmander, M., & Pramling Samuelsson, I. (2003). Is it possible to integrate care, play and learning in early childhood education. In M. Karlsson Lohmander (Ed.), Care, play and learning curricula for early childhood education: Researching early childhood (Vol. 5, pp. 95-110). Göteborg University: Early Childhood Research and Development Centre.
  • König, A. (2008, 3rd-6th September). Scaffolding skills by using assessments as didactic tools. Paper presented at the 18th EECERA Annual Conference Reconsidering the Basics in Early Childhood Education, Stavanger, Norway.
  • Löfdahl, A. (2005). 'The Funeral': a study of children's shared meaning-making and its development significance. Early Years, 25(1), 5-16.
  • Ministerium für Kultus Jugend und Sport Baden-Württemberg. (2006). Orientierungsplan für bildung und erziehung für die baden-württembergischen kindergärten. Pilotphase. Weinheim, Basel: Beltz.
  • Moyles, J. R. (2006a). Just Playing? The role and status of play in early childhood education. Bershire, UK: Open Univeristy Press, MacGraw Hill Education.
  • Moyles, J. R. (Ed.). (2006b). The Excellence of Play (2nd ed.). Buckingham: Open University Press.
  • Piaget, J. (1976). Mastery play. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 166-172). Harmondsworth: Penguin Books.
  • Pound, L. (2005). How children learn. Step Forward Publishing Limited.
  • Pramling, I. (1983). The child’s conception of learning. Göteborg: Acta Universitatis Gothoburgensis.
  • Pramling Samuelsson, I. & Asplund Carlsson, M. (2007). Spielend lernen. Troisdorf: Bildungsverlag EINS.
  • Riihelä, M. (2002). Children’s play is the origin of social activity. European Early Childhood Education Research Journal, 10(1), 39-53.
  • Rolfe, S. A., & Mac Naughton, G. (2008). Research as a tool. In G. Mac Naughton, S. A. Rolfe & I. Siraj-Blatchford (Eds.), Doing early childhood research: International perspectives on theory and practice (pp. 3-11). Buckingham: Open UNiversity.
  • Saracho, O. N., & Spodeck, B. (Eds.). (1998). Multiple Perspectives on Play in Early Childhood Education. New York: State University of New York Press.
  • Schäfer, G. E. (2001). Bildungsprozesse im kindesalter: Selbstbildung, erfahrung und lernen in der frühen kindheit. Weinheim: Juventa.
  • Senatsverwaltung für Bildung Jugend und Sport. (2004). Das Berliner bildungsprogramm für bildung, erziehung und betreuung von kindern in tageseinrichtungen bis zu ihrem schuleintritt. Berlin: Verlag das netz.
  • Sollars, V. (2003). Constructing a curriculum for early childhood education in Malta - The value of play for learning. In M. Karlsson Lohmander (Ed.), Care, play and learning. curricula for early childhood education: Researching early childhood (Vol. 5, pp. 161-178). Göteborg University: Early Childhood Research and Development Centre.
  • Sutton-Smith, B. (1997). The ambiguity of play. Cambridge Mass: Harvard University.
  • UNICEF. (1989). Convention on the rights of the child. New York: UNICEF.
  • van Oers, B. (2003). Learning resources in the context of play. Promoting effective learning in early childhood. European Early Childhood Education Research Journal, 11(1), 7-26.
  • Vygotsky, L. (1976). Play and its role in the mental development of the child. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 537-554). Harmondsworth: Penguin Books.

Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study

Yıl 2009, Cilt: 26 Sayı: 1, 35 - 48, 02.09.2015

Öz

This inquiry addresses the important topic of children’s play within Early Childhood Education. While much
research on play showed perspectives from different disciplines, this case study firstly attempts to add the
children’s views. Secondly, this study aims to provide participatory opportunities for children to review their
play and by this, become conscious participants in the research process. Within a post-modern perspective of
children as holder of rights and experts of their life, the research question was: How do 4-5 year old children
themselves perceive their self-initiated social pretend play with peers in kindergarten? In this case study a
group of ten children in one kindergarten participated in a range of methods taken from the Mosaic Approach
(Clark & Moss, 2008) over a period of ten weeks. Following a fluid, qualitative multi-method approach to
data, children’s play episodes were video-recorded and reviewed with them. In pair interviews children
reflected on their play episodes. Participatory techniques such as photographs or drawings facilitated
children’s ability to express their reflections in a creative, non-verbal way. The data from each child was
pieced together into little mosaics. Simultaneously, the whole data set became a collective entity which
created one mosaic of children’s voices on play centred around the emerging themes of flexible resources,
self-control, sharing meanings, joy and friendship. Within a trusting atmosphere, children feel emotionally
secure and consciously take control over their participation in research. Putting participatory techniques into
practice and reflecting on children’s play with them offer new insight for children and practitioners.

Kaynakça

  • Alvestad, M., & Samuelsson, I. P. (1999). A Comparison of the National Preschool Curricula in Norway and Sweden. [Electronic Version]. Early Childhood Research & Practice, 1. Retrieved 2008, 29 November from http://www.ecrp.uiuc.edu/v1n2/alvestad.html.
  • Bae, B. (2005). Troubling the identity of a researcher: Methodological and ethical questions in co-operating with teacher carers in Norway. Contemporary Issues in Early Childhood Education, 6(3), 283-291.
  • Birbeck, D.J., & Drummond, M.J. (2007). Research with young children: Contemplating methods and ethics. Journal of Educational Enquiry, 7(2), 21- 29.
  • Broadhead, P., & English, C. (2006). Open-ended role play: Supporting creativity and developing identity. In J. R. Moyles (Ed.), The excellence of play (pp. 72-85). Philadelphia: Open University Press.
  • Brooker, L. (2008). Interviewing children. In G. Mac Naughton, S. Rolfe & I. Siraj- Blatchford (Eds.) Doing early childhood research: International perspectives on theory and practice (pp. 162-177). Buckingham: Open University.
  • Bruner, J. S., Jolly, A., & Sylva, K. (Eds.) (1976). Play, and its role in development and evolution. Harmondsworth: Penguin Books.
  • Caiati, M., Delač, S., & Müller, A. (1990). Freispiel - freies spiel? Erfahrungen und impulse (4th ed.). München: Don Bosco.
  • Clark, A., & Moss, P. (2005). Spaces to play: More listening to young children using the mosaic approach. London: National Children's Bureau.
  • Clark, A., & Moss, P. (2008). Listening to young children: The mosaic approach. London: National Children's Bureau and Joseph Rowntree Foundation.
  • Corsaro, W. A. (1997). The sociology of childhood. Thousand Oaks, Calif.: Pine Forge Press.
  • Corsaro, W. A. (2003). We’re friends, right?: Inside kids’ cultures. Washington, D.C.: Joseph Henry Press.
  • Christensen, P., & James, A. (Eds.) (2008). Research with children: Perspectives and practices. New York: Routledge.
  • Eide, B. J., & Winger, N. (2005). From the children's point of view: Methodological and ethical challenges. In A. Clark, A. T. Kjørholt & P. Moss (Eds.), Beyond listening (pp. 71-90). Bristol, UK: The Policy Press.
  • Garvey, C. (1976). Some properties of social play. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 570-583). Harmondsworth: Penguin Books.
  • Garvey, C. (1977). Play. London: Fontana.
  • Guss, F. (2005). Reconceptualizing play: Aesthetic self-definitions. Contemporary Issues in Early Childhood Education, 6(3), 233-243.
  • Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3), 379-393.
  • Hutt, C. (1976). Exploration and play in children. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, its role in development and evolution. (pp. 202-215). Harmondsworth: Penguin Books.
  • James, K., Bearne, E., & Alexander, E. (2004). ‘Doggy’s dead’: Reflecting on a teacher research study about young children’s sociodramatic play. Teacher Development, 8(2), 165-179.
  • Johansson, E., & Pramling Samuelsson, I. (2006). Play and Learning - inseparable dimensions in pre-school practice. Early Child Development and Care, 176(1), 47-65.
  • Kalliala, M. (2002). Angelprincess and suicide on the playground slide. The culture of play and societal change. European Early Childhood Education Research Journal, 10(1), 7-28.
  • Karlsson Lohmander, M., & Pramling Samuelsson, I. (2003). Is it possible to integrate care, play and learning in early childhood education. In M. Karlsson Lohmander (Ed.), Care, play and learning curricula for early childhood education: Researching early childhood (Vol. 5, pp. 95-110). Göteborg University: Early Childhood Research and Development Centre.
  • König, A. (2008, 3rd-6th September). Scaffolding skills by using assessments as didactic tools. Paper presented at the 18th EECERA Annual Conference Reconsidering the Basics in Early Childhood Education, Stavanger, Norway.
  • Löfdahl, A. (2005). 'The Funeral': a study of children's shared meaning-making and its development significance. Early Years, 25(1), 5-16.
  • Ministerium für Kultus Jugend und Sport Baden-Württemberg. (2006). Orientierungsplan für bildung und erziehung für die baden-württembergischen kindergärten. Pilotphase. Weinheim, Basel: Beltz.
  • Moyles, J. R. (2006a). Just Playing? The role and status of play in early childhood education. Bershire, UK: Open Univeristy Press, MacGraw Hill Education.
  • Moyles, J. R. (Ed.). (2006b). The Excellence of Play (2nd ed.). Buckingham: Open University Press.
  • Piaget, J. (1976). Mastery play. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 166-172). Harmondsworth: Penguin Books.
  • Pound, L. (2005). How children learn. Step Forward Publishing Limited.
  • Pramling, I. (1983). The child’s conception of learning. Göteborg: Acta Universitatis Gothoburgensis.
  • Pramling Samuelsson, I. & Asplund Carlsson, M. (2007). Spielend lernen. Troisdorf: Bildungsverlag EINS.
  • Riihelä, M. (2002). Children’s play is the origin of social activity. European Early Childhood Education Research Journal, 10(1), 39-53.
  • Rolfe, S. A., & Mac Naughton, G. (2008). Research as a tool. In G. Mac Naughton, S. A. Rolfe & I. Siraj-Blatchford (Eds.), Doing early childhood research: International perspectives on theory and practice (pp. 3-11). Buckingham: Open UNiversity.
  • Saracho, O. N., & Spodeck, B. (Eds.). (1998). Multiple Perspectives on Play in Early Childhood Education. New York: State University of New York Press.
  • Schäfer, G. E. (2001). Bildungsprozesse im kindesalter: Selbstbildung, erfahrung und lernen in der frühen kindheit. Weinheim: Juventa.
  • Senatsverwaltung für Bildung Jugend und Sport. (2004). Das Berliner bildungsprogramm für bildung, erziehung und betreuung von kindern in tageseinrichtungen bis zu ihrem schuleintritt. Berlin: Verlag das netz.
  • Sollars, V. (2003). Constructing a curriculum for early childhood education in Malta - The value of play for learning. In M. Karlsson Lohmander (Ed.), Care, play and learning. curricula for early childhood education: Researching early childhood (Vol. 5, pp. 161-178). Göteborg University: Early Childhood Research and Development Centre.
  • Sutton-Smith, B. (1997). The ambiguity of play. Cambridge Mass: Harvard University.
  • UNICEF. (1989). Convention on the rights of the child. New York: UNICEF.
  • van Oers, B. (2003). Learning resources in the context of play. Promoting effective learning in early childhood. European Early Childhood Education Research Journal, 11(1), 7-26.
  • Vygotsky, L. (1976). Play and its role in the mental development of the child. In J. S. Bruner, A. Jolly & K. Sylva (Eds.), Play, and its role in development and evolution (pp. 537-554). Harmondsworth: Penguin Books.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Özgün Çalışma
Yazarlar

Carmen Huser Bu kişi benim

Yayımlanma Tarihi 2 Eylül 2015
Yayımlandığı Sayı Yıl 2009 Cilt: 26 Sayı: 1

Kaynak Göster

APA Huser, C. (2015). Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study. Boğaziçi Üniversitesi Eğitim Dergisi, 26(1), 35-48.