Children's creativity in day care

Reunamo, Jyrki; Lee, Hui-Chun; Wang, Lichen; Ruókonen, Inkeri; Nikkola, Teemu; Malmstrom, Sanna

doi:10.1080/03004430.2013.806495

Cited by 21 publications

(6 citation statements)

References 8 publications

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“…These children had difficulties in getting involved in activities and with other children. Children who were observed to seek focus were less creative in general (Reunamo et al, 2014). The results indicate that these children attend towards less versatile and dynamic situations in day care.…”

Section: Discussionmentioning

confidence: 64%

Children's strategies in addressing bullying situations in day care and preschool

Reunamo

Kalliomaa

Repo

et al. 2014

Early Child Development and Care

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Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three-to seven-year-old children answered the question 'another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, 15(3), 365-377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction.

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Section: Discussionmentioning

confidence: 64%

Children's strategies in addressing bullying situations in day care and preschool

Reunamo

Kalliomaa

Repo

et al. 2014

Early Child Development and Care

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“…Some researchers suggest that children's dramatic play behaviour is influenced by their preferences for certain objects and play spaces within the preschool classroom (Reunamo, Lee, Wang, Ruokonen, Nikkola & Malmstrom, 2014;Saracho, 1999). Saracho (1999) describes this as the child's cognitive style to process, acquire and arrange information within the environment.…”

Section: Assessment Of Children's Dramatic Play Behaviourmentioning

confidence: 99%

The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

Robertson¹

2016

Pac Early Child Educ Res Assoc

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Dramatic play is recognised as an important source of learning and development for preschool children, yet there are increasing reports that the quality of dramatic play is declining. This paper aims to report on the findings of a mixed method study that examined the constructs of Australian preschool children's dramatic play behaviour. Video observations and the Smilansky Scale for the Evaluation of Dramatic and Socio-Dramatic Play (Smilanksy & Shefatya, 1990) were used with 101 preschool children aged 4 to 6 years in selected early childhood educational settings in Melbourne, Australia. Findings reveal that the overall level of children's dramatic play behaviour was low. A typology of four play styles will be presented. Implications on educators' pedagogy are discussed.

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“…Children's activities in Finnish ECEC have been studied earlier by Reunamo et al (2014aReunamo et al ( , 2014b. Reunamo et al (2014a) explored children's time use in children's activities as well as the proportion of MVPA in free play.…”

Section: Children's Activities In Early Childhood Education and Carementioning

confidence: 99%

Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland

Kyhälä

Reunamo

Valtonen

2021

South African Journal of Childhood Education

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Background: The role of early childhood education and care (ECEC) is crucial in the implementation of the physical activity recommendations during long ECEC days. Young children should engage in 180 minutes of physical activity spread throughout the day, including 60 minutes of moderate-to-vigorous physical activity (MVPA). To attain the goal more information is needed on children's time use and physical activity (PA) in children's activities. Aim:The purposes of this quantitative observational study were twofold: (1) to examine children's time use and (2) to describe which children's activities best generate physical activity, specifically MVPA, in ECEC.Setting: Altogether, 2879 Finnish children, aged from 1-to 6-years, participated in this study. Methods:The data of 57 881 observations were analysed using cross-tabulation and a z-test.Results: Daily routines (e.g. eating, dressing, napping and transition), task or seatwork and material play accounted for almost 70% of children's sedentary behaviour and less than 10% of MVPA. The best MVPA generators were physical activities (that generated 57.4% of all MVPA in boys vs. 62.8% in girls, respectively), rule play (11% in boys vs. 6.7% in girls) and role play (10.1% in boys vs. 9.9% in girls) as well as action not allowed (3.3% in boys vs. 1.2% in girls).Conclusions: Educators should integrate physical activities, rule play and role play more in ECEC day to support the realisation of the recommendations.

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Children's creativity in day care

Cited by 21 publications

References 8 publications

Children's strategies in addressing bullying situations in day care and preschool

Children's strategies in addressing bullying situations in day care and preschool

The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

Children’s time use and moderate-to-vigorous physical activity in early childhood education and care in Finland

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