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A Vygotskian Framework for Observing and Teaching Bilingual and English-Only Players.
- Source :
- American Journal of Play; 2023, Vol. 15 Issue 3, p333-358, 26p
- Publication Year :
- 2023
-
Abstract
- The author argues that play always occurs within a social context and in relation to the various cultures that coexist within the classroom and the school setting. She uses Vygotsky’s definition of play as dramatic or make-believe play for preschool children, and she applies Vygotskian and post-Vygotskian theories, including Daniil Elkonin’s categories of play, to examine mature and immature play among preschool children. She describes case studies of duallanguage learners (DLLs) and English-only (EO) preschoolers (who need more time and scaffolding to acquire mature, make-believe play) along with those of reluctant players. She also promotes Bodrova and Leong’s observation and assessment measure, PRoPELS, for teachers and researchers seeking to help children reach a mature level of play in early childhood classrooms. She concludes with suggestions for supporting such mature play. [ABSTRACT FROM AUTHOR]
- Subjects :
- SPECIAL education
SCHOOL environment
ENGLISH language
SCIENTIFIC observation
CHILD development
MULTILINGUALISM
SELF-control
SOCIAL theory
CREATIVE ability
CHILD behavior
LANGUAGE acquisition
CONCEPTUAL structures
SOCIAL context
COMPARATIVE studies
PLAY
QUESTIONNAIRES
EARLY intervention (Education)
DESCRIPTIVE statistics
SOCIAL skills
VIDEO recording
PERFORMING arts
CHILDREN
Subjects
Details
- Language :
- English
- ISSN :
- 19380399
- Volume :
- 15
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- American Journal of Play
- Publication Type :
- Academic Journal
- Accession number :
- 175552821