Developmental supports through teaching play during free play time at a nursery school

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  • 自由遊びにみる子ども・保育者の相互作用と発達支援
  • ジユウ アソビ ニ ミル コドモ ・ ホイクシャ ノ ソウゴ サヨウ ト ハッタツ シエン

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Description

Teacher-child interaction during free play time has been a long-standing area of research interest. In particular, there have been debates in the area of play pedagogy concerning whether child-centered or adult-directed involvement is the better method of teaching during chilren's free play time. This study tries to overcome this ambiguity. For this purpose, we analyze teacher-child interaction during free play time and focus on a teacher's intervention as a process whereby the teacher assesses development through play. The results demonstrate that teacher-child interaction mediated by teaching play is a free and emergent process that is embedded in the situation where it happens. In short, through teaching play, teachers can support child development in ways that are different from extremely disciplined education as long as they guarantee children's freedom of activity during play.

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  • 紀要

    紀要 7 27-35, 2013-03-31

    名寄市立大学

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