Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical rtudy of the learning process of a work team

Stavholm, Emelie; Lagerlöf, Pernilla; Wallerstedt, Cecilia

doi:10.1080/09575146.2022.2131741

Cited by 2 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The project was divided into two parts. The first part included an ECEC work team learning about the relationship between teaching and play in preschool when introduced to the theoretical framework of PRECEC (for findings relating to the first part, see Stavholm et al (2021Stavholm et al ( , 2022. The current study relates to the second part of the project, focusing on how the same work team reasoned about digital media in relation to play and teaching in preschool.…”

Section: Methods and Methodologymentioning

confidence: 99%

“…The work team participating in the study had previously been introduced to PRECEC as part of a combined research and development project during which they learned about the relationship between teaching and play. Hence, they were in the process of appropriating concepts from this theoretical framework (see Stavholm et al, 2021, 2022). It is important to note that, in the current study, concepts from PRECEC were not used by the researchers to analyze the empirical data.…”

Section: Play-responsive Early Childhood Education and Care (Precec)mentioning

confidence: 99%

See 1 more Smart Citation

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

Stavholm

Lagerlöf

Wallerstedt

2023

Journal of Early Childhood Research

Self Cite

View full text Add to dashboard Cite

An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge when, in focus group conversations, discusses digital media in relation to a theoretical framework with principles and implications for understanding play and teaching in preschool. We adopt a sociocultural perspective when examining the mediating role of theoretical concepts for reasoning about the integration of digital media in ECEC. The findings illustrate how the concepts mediate an understanding of (i) play and teaching as responsive activities with a focus on the importance of sharing the same digital media references (ii) play and teaching activities as building on a mutual frame of reference, which is a challenge as children have different experiences of digital media than adults, (iii) play as including fluctuations between “as if” and “as is” and something that must include fantasy and an openness, with digital media contributing to or hindering such openness, and (iv) how teaching can take shape in mutual activities where mutual experiences of digital media can be used as a starting point for teaching. Implications for professional development efforts and teacher agency are discussed.

show abstract

Section: Methods and Methodologymentioning

confidence: 99%

Section: Play-responsive Early Childhood Education and Care (Precec)mentioning

confidence: 99%