Collaborative play in early childhood education childrens issues laws and programs

CHILDREN'S ISSUES, LAWS AND PROGRAMS COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION No part of this digital document may be reproduced, stored in a retrieval system or transmitted in any form or by any means The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services CHILDREN'S ISSUES, LAWS AND PROGRAMS Additional books in this series can be found on Nova’s website under the Series tab Additional E-books in this series can be found on Nova’s website under the E-book tab EDUCATION IN A COMPETITIVE AND GLOBALIZING WORLD Additional books in this series can be found on Nova’s website under the Series tab Additional E-books in this series can be found on Nova’s website under the E-book tab CHILDREN'S ISSUES, LAWS AND PROGRAMS COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION W.B MAWSON ——————————————— Nova Science Publishers, Inc New York Copyright © 2010 by Nova Science Publishers, Inc All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means: electronic, electrostatic, magnetic, tape, mechanical photocopying, recording or otherwise without the written permission of the Publisher For permission to use material from this book please contact us: Telephone 631-231-7269; Fax 631-231-8175 Web Site: http://www.novapublishers.com NOTICE TO THE READER The Publisher has taken reasonable care in the preparation of this book, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions No liability is assumed for incidental or consequential damages in connection with or arising out of information contained in this book The Publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance upon, this material Independent verification should be sought for any data, advice or recommendations contained in this book In addition, no responsibility is assumed by the publisher for any injury and/or damage to persons or property arising from any methods, products, instructions, ideas or otherwise contained in this publication This publication is designed to provide accurate and authoritative information with regard to the subject matter covered herein It is sold with the clear understanding that the Publisher is not engaged in rendering legal or any other professional services If legal or any other expert assistance is required, the services of a competent person should be sought FROM A DECLARATION OF PARTICIPANTS JOINTLY ADOPTED BY A COMMITTEE OF THE AMERICAN BAR ASSOCIATION AND A COMMITTEE OF PUBLISHERS LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Available upon Request ISBN: 978-1-61209-104-4 (eBook) Published by Nova Science Publishers, Inc † New York CONTENTS Preface vii Acknowledgements ix Introduction Section One – Background Chapter Current Understandings of Collaborative Play Chapter Early Childhood Education in New Zealand 17 Chapter The Research Project 21 Section Two – Research Findings – Themes 27 Chapter Family Roles 29 Chapter Character Roles 41 Chapter Functional Roles 49 Chapter Pretend I’m Dead 59 Chapter Funds of Knowledge – Science, Mathematics and Technological Concepts in Play 67 Chapter Leadership 85 Chapter 10 Can I Play? Intervention Strategies Section Three – Implications Chapter 11 Environments 101 111 113 Contents vi Chapter 12 Gender 121 Chapter 13 Encouraging Collaborative Play 129 References 139 Index 149 PREFACE Young children’s collaborative play is a little-researched and poorly understood area This solidly research-based book throws new light on a fascinating world of children’s play and relationships in early childhood settings A key feature of the book is the weight given to children’s voices through the use of in-depth accounts of actual collaborative play episodes in two distinctive early childhood settings The detailed, full field notes provide a substantial body of evidence of a little known area of children’s lives in early childhood settings, allowing the reader to become a participant in the children’s play The introductory section of three chapters establishes the context The following section provides a comprehensive coverage of all major aspects of children’s collaborative play Dominant themes within children’s play are described and illustrated The chapters on leadership styles, intervention strategies and children’s scientific, mathematical and technological funds of knowledge are of particular significance and provide groundbreaking knowledge for early childhood educators The final section of the book focuses on the implications of these new understandings on the nature of collaborative for early childhood educators New understandings on the gendered nature of children’s collaborative play and the significance of mixed gender play provide important insights for early childhood educator’s pedagogy and practice Early childhood educators will also find the chapter on strategies to encourage and enhance children’s collaborative play of real value, especially the strategies to involve boys in more complex collaborative play episodes The author, Dr Brent Mawson is a Principal Lecturer in Early Childhood Education in the Faculty of Education in the University of Auckland He is viii W.B Mawson highly regarded for the quality of his research and publications into children’s collaborative play and leadership styles ACKNOWLEDGMENTS I would like to acknowledge friendship offered to me by the sixty-nine children whose lives are laid out in this book My life was enriched by sharing in their enthusiasm and joy of life I would also like to acknowledge the parents and six teachers who allowed my into their early childhood settings and trusted me with their precious children I also thank the parents for their permission to use images of their children to illustrate the book Material in chapter ‘Pretend I’m dead eh” has previously appeared in Mawson, B (2008) "Pretend I'm dead, eh": The place of death in sociodramatic play New Zealand Research in Early Childhood Education, 11, 5164 Funding for the research was granted by the Faculty of Education, the University of Auckland 142 W.B Mawson evaluation of school programs (3rd ed., pp 24-46) New Jersey: Prentice-Hall Epstein, A S (2003) How planning and reflection develop young children's thinking skills Young Children, 58(5), 28-36 Evaldsson, A.-C., & Corsaro, W A (1998) Play and games in the peer cultures of preschool and preadolscent children: An interpretive approach Childhood, 5(4), 377-402 Farquhar, S.-E (2003) Quality teaching: Early foundations best evidence synthesis Wellington: Ministry of Education Fawcett, L M., & Garton, A F (2005) The effect of peer collaboration on children's problem-solving ability British Journal of Educational Psychology, 75, 157-169 Fernie, D E., Davies, B., Kantor, R., & McMurray, P (1993) Becoming a person in the preschool: creating integrated gender, school culture, and peer culture positionings Qualitative Studies in Education, 6(2), 95-110 File, N (1994) Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs Early Childhood Research Quarterly, 9, 223-240 Fleer, M (1993) Can we incorporate the principles of the national statement on technology education into our early childhood programs? 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London: Paul Chapman Publishing Wylie, C., Thompson, J., & Hendricks, A K (1996) Competent children at 5: Families and early education Wellington: New Zealand Council for Educational Research Yelland, N (2005) Curriculum, pedagogies and practice with ICT In N Yelland (Ed.), Critical issues in early childhood education (pp 224242) Maidenhead: Open University Press INDEX A access, 31, 35, 98, 115, 117 accounting, 117 achievement, 18, 127, 132, 134, 147 adjustment, 14 administrators, 19 adolescents, 148 advertisements, 83, 84 Africa, 81 age, 1, 12, 13, 17, 22, 23, 25, 41, 75, 82, 118, 121 aggression, 14, 88, 96, 123, 127, 136, 137, 146 alternatives, 137 American Psychological Association, 148 anger, 136 anxiety, 136 assessment, 20, 77, 84 asthma, 52 attitudes, 29, 82, 113 authority, 31, 34, 35 automobiles, 84 autonomy, 137 availability, 17 avoidance, 24 awareness, 8, 52, 79, 81 B background, 1, 137 bail, 46 batteries, 72 behavior, 147 behaviors, 147 beliefs, 25, 117, 118, 142, 143 benign, 44, 92 binding, 88 birth, 139 bleeding, 50, 64, 79 blocks, 13, 23, 45, 77, 93, 94, 101, 104, 116, 130, 132, 134, 136 blood, 42, 43, 64 bone, 44, 53 breakfast, 38 Britain, 118, 146 burn, 104 C caregivers, 24 case study, 21 cell, 36 Census, 148 challenges, 24, 89, 101, 132, 141, 146 changing environment, 114 chaos, 136 150 character, 2, 10, 13, 37, 39, 41, 42, 44, 48, 57, 65, 66 cheese, 144 child development, 59 City, 22 classroom, 139, 144, 146, 147 classrooms, 143 coffee, 49, 52, 53 cognitive activity, cognitive development, 139 cognitive level, 130 coherence, collaboration, 1, 9, 11, 12, 86, 122, 134, 135, 142, 148 collage, 115 communication, 9, 11, 12, 14, 15, 21, 23, 72, 76, 81, 83, 86, 122, 127, 134, 140, 146 communication strategies, 12, 23 communication technologies, 81, 83 community, 19, 29, 49, 68, 81, 84 community relations, 49 community-based services, 19 competence, 12, 136, 142 competency, 75, 105 competition, 91 complexity, 7, 32, 68, 74, 114, 115, 116, 117, 118, 119, 127, 129, 130, 131, 134, 147 composition, 22, 23, 53 comprehension, 9, 147 compulsory education, 53 computer use, 53 conception, 49, 140 concrete, 8, 56, 113 confidence, 136, 142 confidentiality, 24 conflict, 9, 10, 15, 24, 30, 32, 35, 62, 85, 89, 91, 92, 94, 97, 104, 108, 109, 133, 136, 137, 143 conflict of interest, 24 conflict resolution, 10, 15, 85, 137 confrontation, 33, 126 Congress, iv consensus, 7, 14, 98, 148 Index consent, 24, 25, 31 construction, 42, 45, 55, 56, 93, 116, 119, 123, 126, 129, 130, 131, 134, 136 consumers, 48 control, 29, 30, 32, 38, 43, 87, 88, 89, 90, 94, 97, 102, 105, 113, 131, 133, 136, 137 cooking, 94, 96, 116 cooling, 71 coordination, 8, 9, 12, 86 Copyright, iv creativity, 92 credit, 20, 24 crying, 33, 34, 36, 37, 47 culture, 10, 11, 14, 19, 29, 81, 82, 98, 115, 121, 132, 135, 139, 140, 141, 142, 144, 145 curriculum, 1, 7, 11, 17, 18, 19, 20, 82, 83, 137, 141, 143, 144, 145, 148 D damages, iv dance, 93, 102 danger, 13, 43, 136 data collection, 2, 25, 87 data gathering, 25 death, ix, 59, 60, 61, 63, 65, 66, 109, 145 decision making, decisions, 13 definition, 7, 11, 86 dentist, 95 developmental psychology, 67 directors, discourse, 74, 130 disposition, 140 division, 117 doctors, 50, 51, 52, 57, 60, 61, 62, 63, 64, 65, 79, 80, 96, 97, 106, 109 dogs, 32 dominance, 49, 133, 146 dough, 126, 132 drainage, 122 drawing, 130, 135, 136 dream, 102 duration, 117 Index dynamics, 37, 89, 90, 138, 140 E eating, 32, 115, 116 economic status, 18 Education, i, ii, iii, v, vii, ix, 17, 19, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148 elaboration, 9, 12, 86 elbows, 74 electricity, 68 elephants, 93 emotion, 114 emotional well-being, 85 encouragement, 106, 137 enemies, 136 energy, 72 England, 59 enthusiasm, ix environment, 82, 99, 113, 114, 121, 132, 138 environmental factors, 99 equipment, 49, 57, 81, 114, 115, 134 equity, 146 ethical issues, 24 ethics, 24 ethnic groups, 22 ethnicity, 22 evil, 136, 147 exclusion, 25, 88, 89, 127, 143 excuse, 34 exercise, 24, 33 expertise, 94 F failure, 78 family, 1, 2, 10, 29, 30, 32, 37, 38, 42, 50, 57, 60, 64, 65, 69, 79, 80, 81, 92, 94, 96, 97, 102, 104, 105, 106, 109, 113, 123, 134 family relationships, 123 151 fantasy, 2, 9, 11, 13, 14, 59, 92, 109, 118, 130, 134, 135, 139, 141, 144 fear, 48, 67, 133, 136 feedback, 22 feet, 34, 35, 61, 64, 125 films, 48, 81 first aid, 51, 80 fitness, 77, 78, 79 flexibility, 114 floating, 68 flood, 106 focusing, 13 food, 36, 44, 46, 74, 105, 116, 123, 130 foundations, 142 freedom, 88, 98, 117 friendship, ix, 3, 13, 23, 60, 87, 88, 90, 95, 96, 98, 122, 141 frustration, 89 funding, 19 funds, vii, 2, 29, 68 G gender, vii, 2, 12, 13, 14, 15, 23, 29, 30, 32, 39, 50, 66, 83, 85, 86, 87, 88, 95, 96, 97, 98, 99, 107, 109, 116, 117, 118, 121, 122, 123, 127, 129, 132, 134, 136, 137, 138, 140, 142, 148 gender differences, 12, 13, 86, 97, 107, 116, 117, 121, 127, 140 gender identity, 136 gender role, 121, 137 gender segregation, 12 gender stereotyping, 109 genre, 136 Georgia, 148 gestures, 42, 43 goals, 10, 18, 79 government, 1, 17, 18, 19 government policy, gravity, 69 group identity, 98 grouping, 118 groups, 11, 12, 13, 21, 23, 24, 86, 87, 92, 93, 114, 115, 121, 137 Index 152 growth, 12, 147 gymnastics, 102 H hands, 37, 42, 57, 74, 76, 93, 95 hardness, 135 harm, 24, 118 harmony, 118 health, 17, 81, 82, 83 hegemony, 83 hip, 60 hospitals, 79, 92, 96, 97, 109 households, 143 hygiene, 18 I identification, 14, 76 identity, 127 image, 24 images, ix, 58 imagination, 141 imitation, impulses, 136 incidence, 29, 87, 116, 117, 118, 122 indicators, 21 infants, 20, 114 informed consent, 24, 25 initial state, 51 initiation, injections, 104 injury, iv innovation, 18, 76 insight, 49, 68, 83, 85 instruction, 114 integration, 130 intentions, 9, 10, 77 interaction, 13, 35, 71, 78, 86, 93, 98, 105, 106, 113, 114, 118, 122, 132, 147, 148 interactions, 3, 9, 13, 14, 22, 29, 37, 68, 74, 79, 85, 86, 98, 113, 114, 118, 121, 123, 130, 142, 144, 146 intervention, vii, 1, 2, 9, 30, 76, 95, 101, 103, 106, 107, 108, 109, 110, 114, 118, 119, 130, 131, 144, 148 intervention strategies, vii, 2, 101, 103, 107, 109, 110 intimidation, 88 Italy, 11 J Jordan, 14, 144 justice, 24 K killing, 43, 47 kindergarten children, 98, 115, 116, 117, 118, 144 kindergartens, 18 L lack of confidence, 67 language, 12, 19, 24, 29, 66, 74, 98, 115, 118, 119, 121, 129, 134, 140, 148 language development, 129 laptop, 31 later life, 136 laughing, 43, 68, 69 leadership, vii, viii, 2, 12, 15, 23, 32, 36, 62, 65, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 96, 97, 98, 109, 110, 121, 122, 134, 138, 146 leadership style, vii, viii, 2, 15, 32, 85, 86, 87, 94, 97, 121, 134 learners, 24 learning, 2, 7, 11, 12, 20, 25, 67, 68, 83, 84, 114, 119, 127, 134, 135, 136, 139, 140, 141, 143, 145, 147, 148 learning environment, 25, 114 learning outcomes, 83 learning task, 11 lens, 84, 136 likelihood, 32 Index line, 98, 104, 136 links, 12, 84 listening, 35 literacy, 82, 85, 92, 132, 134, 135, 140, 141, 142, 143, 144 lying, 33, 51, 57, 61, 93, 108 M magnetism, 68 maintenance, 21, 80 majority, 19, 32, 65, 75, 117 males, 12, 86, 122 management, manipulation, 13 Mars, 45 masculinity, 136 mass media, 137 mathematics, 2, 67, 68, 84, 146 meals, 29 measurement, 73 media, 41, 48, 58, 81, 82, 123 mediation, 118 membership, 87, 88, 98 men, 88, 135 mental state, 10 messages, 82, 83, 137 middle-class families, 22 milk, 93 Ministry of Education, 11, 17, 18, 19, 20, 67, 75, 76, 79, 82, 83, 84, 140, 142, 145 minorities, 18 mixing, 71 model, 68, 72, 136, 140 modeling, 114 models, 7, 134, 135, 136 money, 39 mood, 140 morning, 18, 21, 23, 41, 52, 77, 88, 90, 95, 96, 104, 106, 115, 118, 130 mothers, 30, 39 motion, 74 motor skills, 92 movement, 8, 11, 67, 88, 117, 133 music, 101 153 N narratives, 12, 131, 134, 136, 140, 144 negative experiences, 67 negativity, 105, 108 negotiating, 34 negotiation, 10, 11, 12, 13, 14, 21, 25, 30, 32, 85, 97, 134 network, 19 New Zealand, v, ix, 1, 2, 7, 11, 17, 18, 19, 20, 22, 41, 49, 53, 67, 75, 132, 133, 137, 139, 140, 141, 142, 143, 145, 148 noise, 44, 51, 64, 130, 132, 136 Norway, 59 nursery school, 147 nurses, 50, 51, 79, 93 O observations, 65 oil, 80 open spaces, 14 opportunities, 76, 84, 113, 132, 134, 135, 137 order, 9, 19, 49, 61, 74, 78, 81, 83 ownership, 125 P paradigm, 144 parallel, 8, 52, 87, 116, 122 parameters, 30 parental consent, 25 parents, ix, 1, 14, 17, 19, 24, 61, 135, 137 pedagogy, vii, 18, 20, 67, 98, 117, 118, 143 peer group, 11 peer relationship, 14 peers, 12, 14, 86, 114, 122, 147 perceptions, 141 permission, iv, ix, 110 personality, 104 persuasion, 12, 86 photographs, 22, 25 physical environment, 2, 17, 113, 115, 118 Index 154 planning, 19, 68, 77, 78, 79, 83, 129, 132, 142 plants, 46 play activity, 8, 9, 13, 147 poison, 50, 62, 80, 90, 125 police, 13, 49, 50, 54, 57, 80, 88, 90, 123, 124, 134 population, 22 portfolio, 110 posture, 97 power, 14, 24, 30, 32, 33, 34, 43, 44, 45, 75, 85, 86, 90, 93, 97, 122, 131, 134, 136, 144 power relations, 24, 30 preference, 12, 13, 117, 134 preschool, 12, 114, 139, 140, 141, 142, 144, 146 preschool children, 114, 140 preschoolers, 139, 146, 147 primacy, 88 primary school, 18 privacy, 24, 142 problem solving, 10, 68 problem-solving, 142 profit, 19 project, 1, 23, 87, 121, 132 properties, 68 Q qualifications, 17, 18, 19, 22 R racism, 83 rain, 117 range, 7, 10, 11, 41, 42, 49, 73, 81, 82, 99, 113, 115, 116, 117, 119, 129, 130, 131, 132, 134, 135, 136, 137 rating scale, reactions, 24, 79 reading, 134, 135 reality, 10, 25, 50, 58, 136, 148 reason, 35, 42, 61, 85 recall, 12 reciprocal relationships, 11 recommendations, iv referees, 133 reflection, 49, 53, 82, 142 regulation, regulations, 17, 18, 19 rejection, 14 relationship, 1, 14, 25, 75, 85, 93, 96, 121, 148 relaxation, 137 relevance, 147 reproduction, 29, 141 resolution, 94 resources, 2, 10, 19, 55, 68, 76, 77, 99, 113, 115, 116, 117, 129, 130, 131, 132, 134 respect, 24 rights, iv, 105, 107 risk, 48, 133 role playing, 9, 41, 55 role-playing, 92 routines, 37, 132 rugby, 133 S safety, 17, 64, 82, 132, 136 satisfaction, 78 school, 23, 53, 65, 75, 81, 87, 88, 90, 93, 95, 97, 134, 142, 144, 145, 147 school culture, 142 schooling, 75, 118, 127, 132, 134 scientific knowledge, 68 search, 7, 136 secondary school students, 11 secondary schools, 18, 83 self-awareness, 10 self-confidence, 13, 133 self-definition, 143 self-esteem, 13, 133 self-monitoring, sensitivity, 24, 25 sex, 12, 13, 122 shape, 68 shaping, 136 Index sharing, ix, 9, 85, 127, 132 shoot, 47, 50, 62, 66 sibling, 143 siblings, 1, 53 signs, 55, 108, 131, 134 skills, 8, 10, 34, 76, 82, 85, 105, 135, 137, 140, 142 smoothing, 110 social behaviour, 8, 141 social cognition, 147 social context, 113 social contract, 144 social development, 118 social group, 87 social hierarchy, 133 social learning, 138 social skills, 129, 140, 147 social standing, 105 soil, 46 South Africa, 22 space, 3, 13, 18, 43, 45, 62, 69, 70, 74, 94, 98, 99, 105, 113, 114, 115, 116, 117, 118, 126, 127, 132, 135, 144 speech, 12, 86, 89 sports, 133 Spring, 145, 148 standards, 85 statistics, 73, 145 stereotypes, 134 stimulus, 55, 65 storage, 117, 131 strategies, vii, 2, 9, 10, 15, 23, 53, 66, 71, 101, 107, 110, 121, 127, 133, 138 strategy, 45, 89, 104, 106, 108, 133, 136 strategy use, 89, 106 strength, 75, 94 student teacher, 142 students, 123 subsidy, 17 substitution, 10 supervision, 133 supply, 134 surveillance, synthesis, 18, 21, 142 155 T taxonomy, 9, 10 teacher training, 19 teachers, ix, 14, 17, 18, 19, 21, 67, 69, 70, 78, 79, 84, 85, 114, 117, 130, 132, 133, 137, 139, 140, 146, 147, 148 teaching, 2, 7, 12, 18, 19, 22, 25, 53, 67, 86, 127, 134, 136, 140, 142, 143, 147 teaching experience, 22 teaching strategies, 2, 134 teenagers, 24, 124 teeth, 37 telephone, 36, 50, 79 television, 48, 49, 55, 81, 83, 84 testing, 74, 78 textbooks, 11 therapy, 144, 148 thinking, 76, 139, 142 thoughts, 126 threats, 12, 86 toddlers, 20, 23, 114 toys, 13, 124, 137, 146 traditional gender role, 121 traditions, 141 traffic, 55, 131 transition, 132, 145 transport, 80, 81, 83, 84 transportation, 13 turnover, 98 turtle, 41, 42 twist, 89 U uniform, 129, 134 United States, 11, 59 V vehicles, 80, 123 videotape, 22 violence, 72, 137 vocabulary, 8, 116, 119 Index 156 vocalizations, 9, 10 voice, 3, 33, 88, 97, 110, 130, 139 Vygotsky, 12, 141, 145 W waking, 51, 60 walking, 48, 97 war, 13, 132, 136, 137, 144 weakness, wealth, 12, 84 wear, 41 winning, 45 withdrawal, 94 wood, 56, 62, 135 workers, 49, 96, 129, 134 writing, 11, 74, 123, 132, 135 Y yes/no, 35 ... children’s collaborative play and identifies the gap in our knowledge of children’s independent collaborative play in early childhood settings The most significant frameworks for describing and analysing... the intention to play and the initial interest was established This was followed with a leader directing the play and the players with the play resembling a kind of story complete with setting,... involve boys in more complex collaborative play episodes The author, Dr Brent Mawson is a Principal Lecturer in Early Childhood Education in the Faculty of Education in the University of Auckland He