Social pedogogy as foundation of play - Literature review Example

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Social Pedagogy as Foundation of Preschoolers’ Play for Achieving Kindergarten Readiness Name of the of the Department Name of the University Name of the of the Supervisor The Month and Year of Submission Social Pedagogy as Foundation of Preschoolers’ Play for Achieving Kindergarten Readiness Introduction Early childhood education places an emphasis on developmentally appropriate pedagogy, with a focus on different types of play activities, amusing interactions such as through story time, and a generally “playful, whole-child social approach” (Hirsh-Pasek, Golinkoff, Berk, et al, 2008, p.17)…
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Social pedogogy as foundation of play
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On the other hand, Bodrova and Leong (2007) who promoted the Vygotskian approach linking play and early literacy, state that there is a disappearance of play from the early childhood classroom. The European Early Childhood Education Research Association (EECERA) is an academic forum in Europe which promotes, develops and disseminates high quality multi-interdisciplinary research on early childhood education (Spodek & Saracho, 2005). Thesis Statement: The purpose of this paper is to investigate Social Pedagogy as the foundation of preschoolers’ play for achieving kindergarten readiness. Social Pedagogy Forms the Basis for Preschoolers’ Play Promoting Kindergarten Readiness Play remains the main medium and indicator of children’s growth. ...
Thus, discourses of developmental psychology are evident in Bredekamp’s above perspectives associated with social pedagogy. Similarly, he refers to Piaget’s stages of cognitive development: sensorimotor, preoperational, and concrete operational (Allwood, 2002). He also focuses on the beneficial outcomes of play in social, emotional and physical development. The author’s reference to ‘teacher-supported’ play is related to the Vygotskian notion of zone of proximal development. Allwood (2002) reiterates that in early childhood education, this is commonly termed as co-construction, where the teacher and child construct knowledge together. Kindergarten readiness based on emotional competence is indicated by play activities. A study conducted by Denham, Mason, Caverly, et al (2001) investigated emotional competence as a contributor to preschoolers’ social success, since this attribute would strengthen their kindergarten readiness. The research study examined “145 predominantly Caucasian/ middle income 3 and 4 year-olds, in their classrooms during unstructured play” (Denham et al, 2001, p.290). The participants’ and their playmates’ expressions of emotions, as well as emotional responsiveness were categorized as positive and negative playgroup types. The participants’ social competence was assessed with the help of information from peers, teachers, and parents. Evidence from the research study indicate that kindergarten readiness was promoted by the play activities through increased security of attachment and externalising of temperament commonly found in such playgroups. At the same time, particularly among boys. a year later a lack Read More
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