Children's perspectives of play in an early childhood classroom
Description
While play is valued conceptually and pedagogically, its place in early years settings is under increasing pressure. Framed by the sociology of childhood, this ethnographic study in a Queensland Preparatory Year classroom investigated children's perspectives of play, and the ways in which they engaged in activities in an environment where play-based learning was supported. Video-recorded observations and conversations with children showed their complex understandings of classroom activities, raising questions about what counts as 'play' and 'work' for children. Findings have implications for enhancing children's agency in classroom practices, and identify methodological considerations for respecting children's agency as research participants.
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| ID Code: | 110539 |
|---|---|
| Item Type: | QUT Thesis (PhD by Publication) |
| Supervisor: | O'Gorman, Lyndal & Danby, Susan |
| Keywords: | children's perspectives, early childhood education, play, ethnography, sociology of childhood, parents, child-researcher interactions, primary school, participation, Preparatory Year |
| DOI: | 10.5204/thesis.eprints.110539 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Early Childhood & Inclusive Education |
| Institution: | Queensland University of Technology |
| Deposited On: | 30 Oct 2017 05:45 |
| Last Modified: | 30 Oct 2017 05:45 |
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