‘I already know what I learned’: young children's perspectives on learning through play

Around the world, if and how young children learn through their play in early childhood education and care contexts has been the subject of much debate. Yet rarely has the debate heard from the young children themselves, often due to the pervasive belief that they do not understand learning. To redress this, a qualitative case study was conducted on 28 two–five-year-olds’ perspectives about what they believed they were learning through play. Some 772 comments on learning in 683 episodes of play were analysed using cultural–historical theory, revealing how children as young as two are authorities on their own learning. Findings challenge popular ways of understanding young children's thinking and provide educators with concrete means to understand children's perspectives, learning and how educators can more effectively guide play towards learning outcomes, as expected in contemporary curriculum frameworks across the globe.     

Young children's literacy‐related play

Studies indicate that young children’s literacy learning can be promoted in a play setting. Literacy interactions, strategies, and activities in the children’s play environment can facilitate their acquisition of literacy. In literacy‐related play experiences, children select and utilize their abilities that are essential for literacy learning in a social context. Social contexts become pressing venues for introducing children to literacy knowledge and practices, where children develop their language and literacy through their everyday social activities. Children use play as an important resource to explore their developing conceptions of the purposes and characteristics of print in the preschool years. During play young children use language in literate ways, while they use literacy as they see it practiced. A play and literacy relationship emerges when play assists young children to explore and comprehend the interactions between these two realms. The purpose of this paper is to review and analyze current studies that examine the interaction between play and literacy.     

Understanding children's self-regulation within different classroom contexts

In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students respond to opportunities for self-regulation significantly more often in small group and play contexts. Similarly, children demonstrate the highest engagement in play and small group contexts. Given that adults and other children comprise an important part of the environment for children's self-regulation, we also examined whether there were differences in the number of interactions children have with other children and educators across academic, social and play activities, and how these interactions broke down by classroom context. Findings have practical implications for educators working in early years settings; classroom grouping, play and transition contexts set the scene for children's engagement and opportunities to self-regulate.     

Children’s perspectives on their learning: exploring methods

This paper reports on efforts to access four‐year‐old children’s perspectives on their learning experiences. Interviews with children in various contexts were carried out using photographs of recent activities to stimulate discussion and recall. Small group interviews with a researcher or teacher; one‐to‐one interviews between researcher and child; researcher interviews with target child and a friend; researcher interviews with target child and a parent; and informal conversations between a researcher and child in the context of play and activities were the varying methods used. All contexts elicited useful information on children’s perspectives, although the focus groups were difficult to manage. Photographs were an effective way of locating the conversation in the child’s experience and adults were able to provide a supportive framework to encourage children to interpret their interests and involvement in learning. Children’s perspectives are an important source of information about what engages them in learning and why.     

An Inquiry of Children’s Social Support Networks Using Eco-Maps

Background

Children receive support for their learning and development from multiple sources and within various developmental contexts. The extant literature investigating children’s social supports has uncovered multiple benefits to positive and complex social support system. However, the measurement of children’s social supports has largely been accomplished through accessing knowledge of either a parent or child. In order to understand children’s support systems, which are embedded within multiple contexts and prejudiced by multiple influences, it is imperative to access all relevant perspectives.

Objective

This exploratory project was undertaken by a preschool teacher-researcher in order to understand the types of information eco-maps provide about children’s social support networks in an effort to support young children’s learning and development.

Methods

Eco-map interviews describing children’s social networks were completed by preschool-age children, their parents and their preschool teacher. Each informant identified the major people in the child’s support network, described relationships, and identified the type and developmental area of support provided by each individual. All the information was graphically represented within an eco-map using shapes and color coding to distinguish variations.

Results

Qualitative analysis of five children’s completed maps revealed three themes: agreement on an inner circle, different perspectives on the kinds of support provided, and children’s unique way of expressing support.

Conclusion

Eco-maps with children, parents, and teachers may contribute to educational research and practice through providing detailed information about children’s social support network through the identification of resources to support the development and learning of young children.     

Young children’s approaches to learning: a sociocultural perspective

Recognising school readiness as a national priority, the National Education Goals Panel identified the development of young children’s approaches to learning as essential for achieving readiness. Approaches to learning include inclinations, attitudes, and learning styles. Despite wide agreement that learning approaches are critical for school success, our understanding of factors that influence children’s use of approaches in the classroom is limited. Based on the perspective of sociocultural theory, this study contributes to our understanding of approaches to learning in the classroom context by addressing two questions: Are children’s learning approaches affected by the activity they engage in? Do children’s learning approaches show evidence of development based on school socialisation as they advance in grade level? Sixty-one children from pre-kindergarten, kindergarten, and second-grade classrooms participated in the study. For each child, five approaches to learning were measured through observation of their participation in six classroom activities. Results indicate that the approaches to learning children used varied in relation to activity and developed as children advanced in school. Discussion of results focuses on the variability in children’s learning approaches in different learning contexts. Implications for curriculum design and instructional strategies are integrated with the discussion.     

Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States

This study examined associations between parents’ developmentally appropriate beliefs about young children’s play and responsive parenting. Low-income parents and their children enrolled in Head Start programmes (n?=?231) in the United States participated in the study. Responsive parenting skills (characterized by high levels of warmth and responsiveness, and lower levels of hostility) were related to parents’ beliefs endorsing play as valuable (Play Support) for promoting preschool children’s social skills and school readiness. Additionally, higher levels of parent depression were negatively associated with Play Support beliefs while higher levels of parent efficacy were positively associated. Parent education showed a positive relation with Play Support beliefs and a negative relationship with beliefs regarding focusing on academic readiness of children without playful learning (Academic Focus). Implications for understanding play-based approaches for promoting children’s developmental outcomes within early childhood programmes and family interventions are discussed.     

The impact of including writing materials in early childhood classrooms on the early literacy development of children from low‐income families

The purpose of this research was to determine the effect of incorporating writing materials in all areas of the preschool classroom on the early literacy development of young children from low‐income families. The researchers worked with six teachers in three preschool classrooms to incorporate literacy materials—particularly those materials that would allow children to express themselves through writing—throughout the classroom learning centers over the course of one academic year. Data collected included classroom observations, inventories of literacy materials and teacher interviews. Observations were conducted three times during the academic year—in the fall, winter and spring. Classroom literacy inventories were completed in the fall and the spring. The six teachers were interviewed in teams of two concerning teaching practices and children’s literacy behaviors in the spring. Children’s literacy development was assessed in the fall and again in the spring using: (a) the Test of Early Reading Ability, (b) writing samples, and (c) a phonemic awareness activity. Results indicated that teachers did incorporate more literacy materials, including writing materials, into the classrooms and children did show progress in literacy development. There were some differences in development based on gender and between classrooms. Reasons for these differences are explored and recommendations regarding appropriate literacy instruction and activities for young children are presented.     

A Closer Look at Teacher–Child Relationships and Classroom Emotional Context in Preschool

Background

Children’s early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher–child relationships and classroom interactions are both important aspects of children’s early classroom experiences, but they are not typically considered together in studies of early childhood classrooms. The bioecological model suggests that both uniquely impact children’s development.

Objective

The objective of this study was to examine the joint impact of individual teacher–child relationships reported by the teacher and observed classroom interactions to identify associations between these and children’s outcomes.

Methods

Using the Early Childhood Longitudinal Study—Birth cohort, multiple regression was employed to test the hypothesis that teacher–child relationships and classroom interactions are uniquely related to children’s classroom behavior and academic achievement. Further, a moderation model was tested to examine the moderating impact of teacher–child relationships on the association between classroom interactions and children’s outcomes.

Results

Teacher–child relationships were related to children’s concurrent academic achievement and classroom behavior, and to children’s classroom behavior assessed one year later. No main effects of classroom interactions were identified; however, teacher–child relationships moderated the associations between classroom interactions and children’s preschool classroom behavior.

Conclusions

Findings suggest that teacher–child relationships are important for children’s development in classrooms, even after accounting for classroom interactions. Professional development for teachers and measurement in classroom research should address teacher–child relationships in addition to classroom interactions.

     

The Relationship Between Health Literacy and Health Conceptualizations:An Exploratory Study of Elementary School-Aged Children

Analyzing children’s conceptualizations of health and body and health literacy will significantly add understanding to how problematic health attitudes and behaviors may take root (Driessnack, Chung, Perkhounkova, & Hein, 2014). The knowledge gained from such an assessment can be applied towards communication contexts that aim to promote children’s health literacy and their well-being. With increased health literacy, children can actively participate in decision-making regarding their own health and can understand why healthy behaviors are important to adult health (Borzekowski, 2009). The purpose of this exploratory study was to examine the understudied intersection between health literacy and health conceptualizations in children in order to elaborate on health literacy theory. Specifically, the findings contribute to health communication between children and their caregivers, and between children and health care providers. Qualitative, in depth interviews were conducted with elementary school children. The significance of the study is its contribution to health communication for children, where interventions can consider health literacy types and levels before addressing children’s health outcomes. Findings show how we can understand children’s conceptualizations and can address health literacy skills inside and out of the classroom in ways that resonate with children.     

Contemporary Chinese parents’ socialization priorities for preschoolers: a mixed methods study

This mixed methods study focused on the socialization goals for preschool-aged children among parents from three small-sized cities located in northeastern China. A total of 154 parents with preschool-aged children completed questionnaires measuring parental socialization goals for children's social-emotional competence and academic achievement. Quantitative results showed that parents generally placed more importance on children's social-emotional skills than academic skills. Ten mothers were selected from the sample and participated in a semi-structured qualitative interview to help understand reasons for parents’ prioritization of social-emotional well-being over academic performance. Four themes emerged, including parents’ concerns about children's psychological well-being under excessive academic pressure, their desires to ‘protect’ children's childhood, their awareness of children's individual differences in intelligence and talent in learning, and their belief that good grades did not guarantee future success in life. Our findings highlight the importance of using mixed methods to deepen understanding of contemporary Chinese parents’ child-rearing ideologies.     

Reggio Emilia,Vygotsky, and Family Childcare: Four American Providers Describe their Pedagogical Practice

This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers’ pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following research question: how do family childcare providers describe learning experiences of children in their care? Four themes emerged from the data: responsiveness to children, children's play, reflective thinking, and didactic teaching. The study indicated that providers’ work is informal, but nonetheless these caregivers follow a natural, experiential learning, along with more didactic practices common to traditional classrooms.     

‘It’s more funner than doing work’: children’s perspectives on using tablet computers in the early years of school

There is a clamour of voices around the contemporary issue of tablet computers in early years education. A growing body of research presents the potential of tablet computers to transform education, provide unprecedented learning opportunities and positive outcomes for young children and offer rich opportunities for independent learning and collaborative interaction. However, this is tempered with disquiet from a number of sources which posit that digital devices are diminishing children’s play and are an affront to childhood. Many of these polemic debates come from adult perspectives yet children are the key users in the dizzying advancement of technology and their views are a crucial element in understanding the conceptualisation of tablet devices as pedagogical tools. This paper takes a children’s rights approach in acknowledging that children have the right to have their voices heard and their experiences understood. Therefore, this paper seeks to add further insights to the debates on digital technology in early years education by presenting the views of one of the central players within this debate – young children.     

The relationship of teacher–child play interactions to mathematics learning in preschool

Teacher–child interactions in preschool children's play may enhance mathematics learning in several ways. As teachers interact with children, they may promote more complex, independent, and symbolic play. Resulting increases in play abilities, in turn, can enhance intellectual growth, including mathematical thinking. Teachers may also facilitate math learning directly by engaging children in mathematical thinking as they play. The purpose of this study was to examine the effects on math learning of interactions that enhance play, itself, and those that directly engage children in mathematical thinking. The classroom play interactions of 47 preschoolers and their teachers were video recorded and analysed. The relationship between specific teacher–child interactions – both enhancing play strategies and promoting math approaches – was examined. Pre-test and post-test scores on the Test of Early Mathematics Ability, Third Edition (TEMA-3) showed that three play interactions predicted growth in math learning: ‘good-fit’ interactions to support play, itself, and number and math communication interactions. Findings confirm that teacher interactions in children's play can have an impact on academic performance. Interactions that are a good fit with what children are currently playing and those that prompt children's thinking about number or engage them in communicating about math enhance early math performance.     

A structural analysis on Korean young children's mathematical ability and its related children's and mothers’ variables

The objective of this study is to examine the structural relationships among variables that predict the mathematical ability of young children, namely young children's mathematical attitude, exposure to private mathematical learning, mothers’ view about their children's mathematical learning, and mothers’ mathematical attitude. To this end, we studied 387 pairs of mothers and their four-, five- and six-year-old children (mean: 66 months old). We conducted tests on the children and questionnaire surveys on the mothers. We used the structural equation modelling technique. In conclusion, young children's mathematical abilities can be predicted based on their own and their mothers’ positive attitudes towards math and their mothers’ constructivist views about mathematical learning directly and indirectly. Furthermore, exposure to private mathematical learning is not in any way related to young children's mathematical abilities when all of these variables are considered.     

The camera is not a methodology: towards a framework for understanding young children's use of video cameras

Participatory research methods argue that young children should be enabled to contribute their perspectives on research seeking to understand their worldviews. Visual research methods, including the use of still and video cameras with young children have been viewed as particularly suited to this aim because cameras have been considered easy and fun to use for young children. However, how children learn to use cameras introduced into early childhood classrooms for research purposes is not well understood. In terms of visual research methodologies, this is a problem because participant use of cameras is associated with understanding the nature of visual data generated during the recording process itself. In this paper, we consider observational data of young children playing with video cameras introduced into their classrooms for research purposes. Drawing on the concepts of culturally mediated tool use and epistemic and ludic play, we theorise these observations to generate a new framework for understanding how children learn to use cameras through play-based activity. This framework suggests that research with children using still or video cameras may need to accommodate this learning within research designs and procedures in order to take full advantage of this medium. Pedagogical implications for using the framework to support young children's technological play are also considered.     

Parent scaffolding of young children’s use of touch screen tablets

ABSTRACT

Parents play a key role in supporting young children’s interactions with tablets (e.g. iPads). Little is known about the types of scaffolding parents provide during tablet activities and how these relate to child age, SES, and home use. Fifty-five parent–child dyads (M child age?=?3.49 years) were videoed as they played on an iPad. All parent utterances were coded into three types of scaffolding behaviours (cognitive, affective, technical scaffolding; CATs). Home tablet use and family demographics were reported via a parent questionnaire. Parents used CATs strategies to support their children’s learning. Parents most frequently used cognitive scaffolding and least frequently technical scaffolding. SES was not related to the number of tablets at home. The negative association found between technical scaffolding and child age suggests that younger children require more scaffolding by parents. Coaching parents in using scaffolding strategies during joint-tablet activities has the potential to support early learning.     

New understandings of cultural diversity and the implications for early childhood policy,pedagogy, and practice

Theoretical and empirical research is challenging long-held assumptions about how culture shapes children’s thinking, emotions, and actions. No longer is ‘culture’ thought to be a family-based characteristic that operates upon children’s development in predictable ways. Instead, culture is considered inseparable from the developmental process, in which children use cultural artefacts from multiple contexts to make sense of experience, and modify the cultural artefacts they employ. This dynamic model of individual variation, which defies broad or stable categorizations, poses a significant challenge to policy-makers and practitioners who seek a systematic approach to quality in early childhood education (ECE) programs. The ‘food, fashions, and festivals’ approach to cultural diversity in preschool classrooms is insufficient when learning is understood to be a cultural process that varies across time and place. Findings from a multi-disciplinary review of literature on culture and development are presented and implications for ECE pedagogy, practice, and policy are discussed.