The Teacher's Role in Supporting Young Children's Level of Play Engagement

Autor/inn/en	Singer, Elly; Nederend, Merel; Penninx, Lotte; Tajik, Mehrnaz; Boom, Jan
Titel	The Teacher's Role in Supporting Young Children's Level of Play Engagement
Quelle	In: Early Child Development and Care, 184 (0000) 8, S.1233-1249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.862530
Schlagwörter	Foreign Countries; Child Care Centers; Preschool Teachers; Play; Preschool Children; Proximity; Teacher Student Relationship; Predictor Variables; Qualitative Research; Statistical Analysis; Group Dynamics; Psychological Needs; Teacher Role; Measures (Individuals); Video Technology; Reliability; Age Differences; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lebensnähe; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Qualitative Forschung; Statistische Analyse; Gruppendynamik; Lehrerrolle; Messdaten; Reliabilität; Age; Difference; Age difference; Altersunterschied; Niederlande
Abstract	This paper discusses the results of a study of the relationships between teacher behaviour and the level of play engagement in two- and three-year-old children in Dutch childcare centres. We found that the continuous proximity of the teacher had the greatest impact on the level of play engagement, while the teacher's walking around and only brief contacts with the children had a negative impact. In line with earlier studies, two-sided and reciprocal interactions between teacher and children also yielded positive results for play engagement. Both our quantitative and qualitative analyses showed a strong co-variation of variables. When the teacher paid only brief visits, and peers also walked in and out, there was a greater likelihood of one-sided interactions, When the teacher was always nearby, we observed the opposite. Dutch teachers spend most of their time walking around. Their pedagogy seems to be based on a model of individual care and control and insensitiveness of group dynamic processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10