A Play-responsive Early Childhood Education didaktik

The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers

“…How to develop pedagogical approaches that are responsive to children’s (digital media) experiences is discussed in the theoretical framework PRECEC (Pramling and Wallerstedt, 2019; Pramling et al, 2019). PRECEC was developed by researchers and early childhood teachers in a combined research and development project.…”

“…It provides conceptual tools for analyzing teaching and play activities in preschool while also providing an approach for teachers to adopt when aiming for teaching that is responsive to play. Within this perspective, play is understood as something that participants signal to each other through fluctuations between “as if” (fantasizing and imagining) and “as is” (recognized knowledge) (Pramling et al, 2019). Another central concept within PRECEC is intersubjectivity, which refers to participants coordinating their actions to create a mutual activity rather than being part of separate activities (see Rommetveit, 1979).…”

“…Another central concept within PRECEC is intersubjectivity, which refers to participants coordinating their actions to create a mutual activity rather than being part of separate activities (see Rommetveit, 1979). From the perspective of PRECEC, establishing temporarily sufficient intersubjectivity is important in relation to play and teaching as it requires participants to be responsive to each other’s responses to make possible a joint activity (Pramling et al, 2019). Thus, early childhood teachers need to be responsive to children’s experiences, including experiences of digital media.…”

“…In this study, we have explored how an ECEC work team takes on this challenge when participating in a combined research and development project, including focus group conversations (FGCs). In this project, the work team was first introduced to the theoretical framework Play-Responsive Early Childhood Education and Care (PRECEC) (Pramling et al, 2019). The framework, which is described in more detail below, was chosen as it includes concepts that are helpful when attempting to understand teaching and play activities (which can include digital media) in ECEC.…”

Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE)

“…Verbal communication is a component for participation in play as well as a skill to develop through playing. Children’s verbal participation in play is characterized by communicating in and outside the play and/or in and out of character as well as interpreting others’ communicative actions (Kultti and Pramling Samuelsson, 2017; Ninio and Snow, 1996; Pramling et al, 2019). In addition, the turns in play may proceed quickly, and several contents may, explicitly and implicitly, be actualized simultaneously (Kultti and Pramling Samuelsson, 2017) which presumes skills in participating verbally.…”