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首页> 外文期刊>International Journal of Child Care and Education Policy >Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment
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Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment

机译：在促进儿童游戏时的教学意图或实际考虑因素？教师对室内ECEC环境中游戏材料的可用性的信念

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摘要

This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.
机译：这种定性研究调查了教师对幼儿教育和护理（ECEC）的物理室内环境中游戏材料的可用性的信念。经验数据从挪威的ECEC机构中的八个儿童团体中收集了实地，并包括13名与教师的晶体化访谈。这些调查结果表明，在儿童游戏中可以提供材料，增强游戏，学习和发展可能性的常见思想理解。然而，许多教师描述了在戏剧期间将游戏材料放在孩子的范围中。有变化，但当教师计划和促进儿童的戏剧时，实际考虑往往覆盖教学意图。本研究旨在通过刺激教师对游戏材料的可用性的意识提升室内ECEC环境的质量，确保儿童在ECEC中的比赛中的平等可能性。讨论了对政策和实践的影响。

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