Facilitators, teachers, observers, and play partners : Exploring how mothers describe their role in play activities across three communities
Muhonen, H., von Suchodoletz, A., Doering, E., & Kärtner, J. (2019). Facilitators, teachers, observers, and play partners : Exploring how mothers describe their role in play activities across three communities. Learning, Culture and Social Interaction, 21, 223-233. https://doi.org/10.1016/j.lcsi.2019.04.002
Published inLearning, Culture and Social Interaction
© 2019 Elsevier Ltd.
The present study explored the perspectives of mothers from three communities regarding their role in play activities with their toddlers. The mothers of two-year-old children from Muenster, Germany (n = 34), Chennai, India (n = 36), and New York City, USA (n = 36), participated in the study. Qualitative content analysis was utilized to analyze the mothers' responses to semi-structured interview questions. Four roles were identified as characterizing the mothers' narratives, namely mothers as facilitators, teachers, play partners, or observers. The goal of facilitator was to support children's autonomy; teachers often described educational learning goals; and play partners and observers highlighted the play itself. In the data, two-thirds of the mothers from New York City were identified as facilitators, while half of the Chennai sample were identified as teachers. The Muenster sample recorded the largest variation with regard to the four roles. The findings suggest variations in how the mothers in our samples viewed their role in play situations, both within and across communities. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ...
Salminen, Jenni; Pakarinen, Eija; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Lerkkanen, Marja-Kristiina (Suomen varhaiskasvatus ry, 2022)The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 ...
Hännikäinen, Maritta; Munter, Hilkka (Cambridge University Press, 2018)More and more toddlers participate in early childhood education outside home, sharing a significant part of their day with teachers and peers, often in play. Despite the knowledge that has accumulated on toddlers’ playing ...
Salminen, Jenni; Muhonen, Heli; Cadima, Joana; Pagani, Valentina; Lerkkanen, Maija-Kristiina (Elsevier Ltd, 2021)The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use ...
Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi Näykki, Piia; Kontturi, H.; Seppänen, V.; Impiö, N.; Järvelä, S. (Routledge, 2021)This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = ...