Exploring the pedagogic culture of creative play in early childhood education

Lorna Arnott, Pauline Duncan

Research output: Contribution to journalArticle

Abstract

We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children's creative play. We adapted the Analysing Children's Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children's creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a 'pedagogic culture' that transforms children's creative play. We present 'stories' of each pedagogic culture that we observed, to describe how children's creative play manifested within each culture.

LanguageEnglish
Pages309-328
Number of pages20
JournalJournal of Early Childhood Research
Volume17
Issue number4
Early online date23 Aug 2019
DOIs
Publication statusPublished - 1 Dec 2019

Fingerprint

pedagogics
childhood
Education
education
Cues
Creativity
synergy
social isolation
coding
video
Research Personnel
present
Research

Keywords

  • early childhood
  • pedagogy
  • digital technology
  • play
  • creativity
  • early years education

Cite this

@article{72560c25c9524a25855e63f6558349e5,
title = "Exploring the pedagogic culture of creative play in early childhood education",
abstract = "We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children's creative play. We adapted the Analysing Children's Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children's creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a 'pedagogic culture' that transforms children's creative play. We present 'stories' of each pedagogic culture that we observed, to describe how children's creative play manifested within each culture.",
keywords = "early childhood, pedagogy, digital technology, play, creativity, early years education",
author = "Lorna Arnott and Pauline Duncan",
year = "2019",
month = "12",
day = "1",
doi = "10.1177/1476718X19867370",
language = "English",
volume = "17",
pages = "309--328",
journal = "Journal of Early Childhood Research",
issn = "1476-718X",
number = "4",

}

Exploring the pedagogic culture of creative play in early childhood education. / Arnott, Lorna; Duncan, Pauline.

In: Journal of Early Childhood Research, Vol. 17, No. 4, 01.12.2019, p. 309-328.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Exploring the pedagogic culture of creative play in early childhood education

AU - Arnott, Lorna

AU - Duncan, Pauline

PY - 2019/12/1

Y1 - 2019/12/1

N2 - We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children's creative play. We adapted the Analysing Children's Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children's creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a 'pedagogic culture' that transforms children's creative play. We present 'stories' of each pedagogic culture that we observed, to describe how children's creative play manifested within each culture.

AB - We present a conceptual analysis, grounded in empirical data, of how young children's creative play is framed by the 'pedagogic culture' within which the child is playing. Drawing on data from a research study with the broad aim of documenting children's creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children's creative play. We adapted the Analysing Children's Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children's creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a 'pedagogic culture' that transforms children's creative play. We present 'stories' of each pedagogic culture that we observed, to describe how children's creative play manifested within each culture.

KW - early childhood

KW - pedagogy

KW - digital technology

KW - play

KW - creativity

KW - early years education

UR - https://journals.sagepub.com/toc/ECR/current

U2 - 10.1177/1476718X19867370

DO - 10.1177/1476718X19867370

M3 - Article

VL - 17

SP - 309

EP - 328

JO - Journal of Early Childhood Research

T2 - Journal of Early Childhood Research

JF - Journal of Early Childhood Research

SN - 1476-718X

IS - 4

ER -