(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

Autor/inn/en	Nolan, Andrea; Paatsch, Louise
Titel	(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling
Quelle	In: International Journal of Early Years Education, 26 (2018) 1, S.42-55 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolan, Andrea) ORCID (Paatsch, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1369397
Schlagwörter	Play; Early Childhood Education; Grade 1; Professional Identity; Accountability; Teacher Attitudes; Classroom Environment; Performance Factors; Educational Resources; Classroom Design; Child Behavior; Teacher Student Relationship; Teaching Methods; Foreign Countries; Elementary School Teachers; Catholic Schools; Qualitative Research; Interviews; Observation; Australia + Suchen Sie Ihr Suchwort? Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Verantwortung; Lehrerverhalten; Klassenklima; Unterrichtsklima; Leistungsindikator; Bildungsmittel; Klassenraumgestaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Katholische Schule; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Australien
Abstract	Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the introduction of a play-based approach to a Foundation classroom (first year of formal schooling) in one Catholic primary school in Victoria, Australia. Taking a qualitative approach, drawing on interpretivist theory, data collection methods included group interviews with two Foundation teachers and their Early Years Coordinator at different points during the year, and two classroom observation sessions. This paper considers some of the challenges these teachers experienced and how they interpret and make sense of their work and the consequences this has for their identities as teachers. The data highlight tensions for these teachers that relate to issues of accountability and legitimisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01