How Young Children Explore, Follow and Impose Rules during Object-Oriented Play: A Multiple Case Study

Autor/inn/en	Wynberg, Elizabeth R.; van der Wilt, Femke; Boland, Annerieke; Raijmakers, Maartje E. J.; van der Veen, Chiel
Titel	How Young Children Explore, Follow and Impose Rules during Object-Oriented Play: A Multiple Case Study
Quelle	In: International Journal of Early Years Education, 30 (2022) 3, S.577-594 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wynberg, Elizabeth R.) ORCID (van der Wilt, Femke) ORCID (Boland, Annerieke) ORCID (Raijmakers, Maartje E. J.) ORCID (van der Veen, Chiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2091981
Schlagwörter	Case Studies; Play; Child Development; Learning Processes; Preschool Children; Video Technology; Puppetry; Toys; Age Differences; Social Behavior; Peer Relationship; Object Manipulation; Foreign Countries; Nonverbal Ability; Intelligence Tests; Child Behavior; Behavior Patterns; Netherlands + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Spiel; Kindesentwicklung; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Puppenspiel; Toy; Spielzeug; Age; Difference; Age difference; Altersunterschied; Social behaviour; Soziales Verhalten; Peer-Beziehungen; Ausland; Intelligence test; Intelligenztest; Niederlande
Abstract	In early childhood, young children frequently engage in object-oriented play. According to cultural-historical activity theory, object-oriented play provides children with opportunities to learn about the characteristics and cultural applications of objects and materials. These characteristics are referred to as rules or affordances of objects and materials. To date, what kind of rules children explore and follow, and how they do so, has not been extensively studied, even though the understanding of children's learning in object-oriented play is important for early childhood education. In the current explorative study, we analysed how six children aged between two and four years explore, follow, and impose rules during a 10-minute play activity in which they were presented with a fixed set of objects (e.g. oddly shaped blocks, boxes, abstract shaped puppets, etc.). Thematic analysis of video-observations revealed two themes: (1) children explore, follow and impose different types of rules using different strategies, increasing in complexity with age; and (2) children explore, follow or impose rules by various forms of repetition, with older children showing longer and more complex forms of repetition. In the discussion, these themes were interpreted using CHAT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01