Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play

McInnes, K, Howard, J, Miles, G and Crowley, K (2011) 'Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play.' Early Years, 31 (2). pp. 121-133. ISSN 0957-5146

Abstract

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities.

Item Type:	Article
Keywords:	play, playfulness, pedagogy, interactions, children’s perceptions
Divisions:	School of Education
Identification Number:	https://doi.org/10.1080/09575146.2011.572870
Date Deposited:	04 Aug 2016 14:38
Last Modified:	29 Jun 2023 19:07
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/7998

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