ван дер Аалсвоорт Г., Пракке Б., Хоуард Д., Кёниг А., Парккинен Т. Как студенты-педагоги воспринимают детские игры и свою роль в детских играх
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ван дер Аалсвоорт Г., Пракке Б., Хоуард Д., Кёниг А., Парккинен Т. Как студенты-педагоги воспринимают детские игры и свою роль в детских играх // Современное дошкольное образование. Теория и практика. – 2016. – №4. – С.68–79.
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Аннотация
Для анализа взглядов студентов-педагогов на детские игры нами было предпринято сравнительное исследование, в котором участвовали студенты из Нидерландов, Уэльса, Германии и Финляндии. Всего в исследовании приняли участие 31 нидерландский, 37 валлийских, 40 немецких и 19 финских студентов-педагогов. Им было предложено просмотреть четыре видеоролика с занятиями дошкольников и в свободной форме ответить на четыре вопроса относительно увиденного. Анализ полученных ответов преследовал две цели. Во-первых, мы сравнивали их с точки зрения наличия в них различных характеристик игры. Во-вторых, мы анализировали, как участники из разных стран характеризовали роль педагогов в просмотренных ими детских занятиях. Аналитический метод позволил выявить значительные расхождения во взглядах участников. Авторы пришли к выводу, что различия во взглядах участников могут корениться в характере педагогического образования. Восприятие педагогами детских игр и своих ролей в них, по-видимому, зависит от того, в какой степени эта проблема затрагивается в образовательных программах педагогических учебных заведений.
Литература
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2. Ashida, H., K. Kadota, K. Akita, M. Suzuki, T. Noguchi, Y. Oda, L. Fried, and A. Konig. 2007. «Comparative Study of Perceptions of Early Childhood Education among Japanese, German, and US Preschool Teachers using Multi-vocal Ethnography Method.» International Journal of Early Childhood Education 13 (2): 79–96.
3. Bodrova, E. 2008. «Make-believe Play versus Academic Skills: A Vygotskian Approach to Today’s Dilemma of Early Childhood Education.» European Early Childhood Education Research Journal 16 (3): 357–369.
4. Burts, D. C., C. H. Hart, R. Charlesworth, and L. Kirk. 1990. «A Comparison of Frequencies of Stress Behaviors Observed in Kindergarten Children in Classrooms with Developmentally Appropriate versus Developmentally Inappropriate Instructional Practices.» Early Childhood Research Quarterly 5: 407–423.
5. Cohen, D. 2006. The Development of Play. 3rd ed. NY: New York University Press.
6. Department for Education and Skills. 2007. The Early Years Foundation Stage. Nottingham: DfES Publications.
7. Deutsche Gesellschaft fur Erziehung-swissenschaft. 2007. «Kerncurriculum fur konsekutive Bachelor-/Masterstudiengange im Hauptfach Erziehungswissenschaft mit der Studienrichtung Padagogik der fruhen Kindheit.» In Kerncurriculum Erziehungswissenschaft. Empfehlungen der Deutschen Gesellschaft fur Erziehungswissenschaft (DGfE), edited by DGfE (Hrsg.), 57–64. Berlin: Sonderband.
8. Deutsche Gesellschaft fur Erziehung-
swissenschaft. 2008. «Kerncurriculum fur konsekutive Bachelor-/Masterstudiengange im Hauptfach Erziehungswissenschaft mit der Studienrichtung Padagogik der fruhen Kindheit.» In Kerncurriculum Erziehungswissenschaft. Empfehlungen der Deutschen Gesellschaft fur Erziehungswissenschaft (DGfE), edited by DGfE (Hrsg.), 57–64. Berlin: Sonderband.
9. Gilliam, W.S. 2010. «Coordinating America’s Highly Diversified Early Childhood Investment Portfolio.» In Investing in Young Children: New Directions in Federal Preschool and Early Childhood Policy, edited by R. Haskins and W. S. Barnett. New York: Brookings and NIEER.
10. Golinkoff, R. M., K. Hirsh-Pasek, D. Singer. 2006. «Play-Learning: A Challenge for Parents and Educators.» In Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-emotional Growth, edited by D. Singer, R. M. Golinkoff, and K. Hirsh-Pasek, 3–15. New York, NY: Oxford University Press.
11. Harkness, S., and C.M. Super. 2006. «Themes and Variations: Parental Ethnotheories in Western Cultures.» In Parenting Beliefs, Behaviors, and Parent-Child Relations: A Cross-Cultural Perspective, edited by K. H. Rubins and O. B. Chung, 61–81. New York, NY: Psychology Press.
12. Hirsh-Pasek, K., R. M. Golinkoff, L. E. Berk, and D. Singer. 2009. A Mandate for Playful Learning in Preschool: Presenting the Evidence. New York: Oxford University Press.
13. Howard, J. 2002. «Eliciting Young Children’s Perceptions of Play, Work and Learning Using the Activity Apperception Story Procedure.» Early Child Development and Care 172 (5): 489–502.
14. Howard, J. 2010. «Early Years Practitioners’ Perceptions of Play: An Exploration of Theoretical Understanding, Planning and Involvement, Confidence and Barriers to Practice.» Education & Child Psychology 27 (4): 91–102.
15. Hyson, M., H. B. Tomlinson, and C. A. S. Morris. 2009. «Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future.» Early Childhood Research and Practice 11 (1): 1–38.
16. Hyvonen, P. 2011. «Play in the School Context? The Perspectives of Finnish Teachers.» Australian Journal of Teacher Education 38 (8): 65–83.
17. Izumi-Taylor, S., I. Pramling Samuelsson, and C. S. Rogers. 2010. «Perspectives of Play in Three Nations: A Comparative Study in Japan, Sweden and the United States.» Early Childhood Research and Practice 12 (1): 1–13.
18. Jepma, Y., and P. Muller. 2012. Handreiking HBO in de voorschoolse sector [Guidelines for higher education in preschool education]. Utrecht: Sardes.
19. KMK. 2000. Rahmenvereinbarungen zur Ausbildung und Prufung von Erzieherinnen. Beschluss der Kultusministerkonferenz vom 28.01.2000.
20. Konig, A., and G. M. van der Aalsvoort. 2009. «Attitudes of Dutch and German Pre-school Teachers Towards Professional Childcare: A Cultural Comparison.» Early Years 29 (3): 249–260.
21. Kwakkel-Scheffer, N. 2006. «Het belang van spelen op school.» In Puur plezier. Spelsuggesties voor de basisschool [Pure pleasure. Suggestions for play in primary school], edited by G. M. van der Aalsvoort, J. J. C. Kwakkel, and A. K. de Vries (Red.), 13–36. Leuven: ACCO.
22. Lindon, J. 2001. Understanding Children’s Play. Cheltenham: Nelson Thornes.
23. Martlew, J., C. Stephen, and J. Ellis. 2011. «Play in the Primary School Classroom? The Experience of Teachers Supporting Children’s Learning through a New Pedagogy.» Early Years 31 (1): 71–83.
24. McInnes, K., J. Howard, G. Miles, and K. Crowley. 2009. «Behavioural Differences Exhibited by Children when Practicing a Task Under Formal and Playful Conditions.» Educational and Child Psychology 26 (2): 31–39.
25. Mena Marcos, J. J., and H. Tillema. 2006. «Studying Studies on Teacher Reflection and Action: An Appraisal of Research Contributions.» Educational Research Review 1: 112–132.
26. Miller, E., and J. Almon. 2009. Crisis in Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.
27. Morgan, A. E., and E. S. Kennewell. 2006. «Initial Teacher Education Students’ Views on Play as a Medium for Learning – a Divergence of Personal Philosophy and Practice.» Technology, Pedagogy and Education 15 (3): 307–320. doi:10.1080/14759390600923691
28. Oehler, E. 2012. Pre-School Education in Germany. Online-redaction. Goethe: Deutschland.
29. Onderwijsraad. 2010. Naar een nieuwe kleuterperiode in de basisschool [To a new Kindergarten in primary education]. Den Haag: Onderwijsraad.
30. Robert Bosch Stiftung. 2008. Qualifikationsrahmen Fruhpadagogik B.A. http://www.erzieherin.de/assets/files/ausbildung/2009
31. Rogers, S. 2011. Rethinking Play and Pedagogy in Early Childhood Education: Concepts Contexts and Cultures. Oxon: Routledge.
32. SBL. 2004. Bekwaamheidseisen PO [Competences in primary education]. Utrecht: SBL.
33. Surbeck, E. 2009. «Put ‘Academic Content’ in Early Childhood Education and Early Childhood Teacher Education: A Response to Hyson et al.» Early Childhood Research and Practice 11 (1): 39–43.
34. Van der Aalsvoort, G. M., B. Prakke, A. Konig, and S. Goorhuis. 2010. «Preschool Teachers’ and Students’ Attitudes Towards Playful Preschool Activities: A Cross-cultural Comparison Between Germany and the Netherlands.» International Journal of Early Years Education 18 (4): 349–363.
35. Vygotsky, L. S. 1978. «The Role of Play in Development.» In Mind in Society. The Development of Higher Psychological Processes, edited by L. S. Vygotsky, 92–104. Cambridge, MA: Harvard University Press.
36. Warford, M. K. 2011. «The Zone of Proximal Teacher Development.» Teacher and Teacher Education 27: 252–258.
37. Welsh Assembly Government. 2003. The Learning Country: The Foundation Phase – 3-7-Years. Cardiff: Welsh Assembly Government.
38. Whitebread, D., and P. Coltman, eds. 2008. Teaching and Learning in the Early Years. London: Routledge.
39. Whitebread, D., P. Coltman, H. Jameson, and R. Lander. 2009. «Play, Cognition and Self-regulation: What Exactly are Children Learning When They Learn Through Play.» Educational and Child Psychology 26 (2): 40–52.
40. Wood, E., and J. Attfield. 2005. Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Publishing.
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