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- Title
Cross-Cultural Interpretations of the Teacher Role in "Learning Through Play" Pedagogy.
- Authors
Massing, Christine
- Abstract
While learning through play is a common pedagogical approach in Canadian early childhood classrooms, it is dissonant with the didactic, teacherdirected methods used in many cultural contexts. Based on data from a one-year ethnographic research study with African immigrant and refugee early childhood teacher education students, this article explores their perspectives on play-based approaches in relation to their own experiences with play and learning "back home." The findings suggest that the participants experienced tensions with respect to the role of the teacher because they believed that when teachers assumed a facilitator or observer role, children did not have the same opportunity to learn important cultural and religious values such as respect.
- Subjects
EARLY childhood education; IMMIGRANT children; LEARNING; EDUCATION
- Publication
Early Childhood Education, 2016, Vol 44, Issue 1, p10
- ISSN
0012-8171
- Publication type
Article