Creating and maintaining play connection in a toddler peer group

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Pysyväisosoite

http://hdl.handle.net/10138/318601

Lähdeviite

Pursi , A & Lipponen , L 2020 , Creating and maintaining play connection in a toddler peer group . in A Ridgway , G Quinones & L Li (eds) , Peer Play and Relationships in Early Childhood : International Research Perspectives . International Perspectives on Early Childhood Education and Development , vol. 30 , Springer , Cham , pp. 93-111 . https://doi.org/10.1007/978-3-030-42331-5_7

Julkaisun nimi: Creating and maintaining play connection in a toddler peer group
Tekijä: Pursi, Annukka; Lipponen, Lasse
Toimittaja(t): Ridgway, Avis; Quinones, Gloria; Li, Liang
Muu tekijä: University of Helsinki, Department of Education
University of Helsinki, Learning, Culture & Interventions (LECI)
Julkaisija: Springer
Päiväys: 2020
Kieli: eng
Sivumäärä: 19
Kuuluu julkaisusarjaan: Peer Play and Relationships in Early Childhood International Research Perspectives
Kuuluu julkaisusarjaan: International Perspectives on Early Childhood Education and Development
ISBN: 978-3-030-42330-8
978-3-030-42331-5
URI: http://hdl.handle.net/10138/318601
Tiivistelmä: This study explores how one and two year old peers (henceforth toddlers) participate in joint play activities in a natural group-care setting. We focus on joint play activity between three toddler peers during one full day-care day in a Finnish toddler classroom. Questions guiding the analysis concern the sequential understanding of how play emerges within peer interaction and how toddler peers are able to build sustained co-participation in their joint play during the day. The analysis showed that joint play was fragmented and organized in short segments of dyadic or triadic interaction. Re-establishments of joint play and accumulation of significant play signals during the day were important practices for toddlers to constitute social organization and sustained co-participation in their multi-party peer play. The results strengthen our understanding of very young children as both more and less competent play companions in their peer groups and guide adults’ practice in relation to peer play in toddler classrooms.
Avainsanat: 516 Educational sciences
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