자료유형  

 학위논문

Control Number  

0017162380

International Standard Book Number  

9798382817538

Dewey Decimal Classification Number  

372.21

Main Entry-Personal Name  

Ramberg, Erica.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

207 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

General Note  

Advisor: Graue, Beth.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약Children's play has long captured the attention of the early childhood education field as a context for children's growth and development. However, teachers are uncertain about how to meaningfully engage with children's play and in a climate of school readiness and academic pressure many children are seeing their access to play diminish. While play-based teaching has emerged as a viable strategy to support children's learning in play, how teachers actively mediate children's agency alongside learning in play has been less articulated.Through this study I explored how two public school 4K teachers mediated children's agency within their play-based teaching (PBT) practice. Based on the literature I put forward a conceptualization of children's agency in PBT that features how teachers structured choices, negotiated children's autonomy, and provided for children's learning and the expansion of their capabilities in play. I used a qualitative case study approach, generating data from focused observations of play times in the classrooms and semi-structured interviews with the teachers. Through analysis I established each teacher's figured world of PBT and how it took shape through their mediations of children's agency in play. I then analyzed across the cases to elaborate on tensions and possibilities for supporting children's agency in PBT.The findings illustrated that teacher's ideas about play, learning, and children's capabilities influenced how they provided for children's agency in play. Teacher's mediations of children's agency demonstrated how they positioned themselves in relation to children in ways that upheld and disrupted racism, monolingualism, and ableism, as well as how they negotiated the purposes of 4K and their ideas of equity and justice. My findings also indicated contextual factors at the personal, school, and district level that contributed to the ways teachers implemented play and mediated children's agency. I addressed research and early childhood practice implications for these findings.

Subject Added Entry-Topical Term  

Early childhood education.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Education.

Index Term-Uncontrolled  

Agency

Index Term-Uncontrolled  

Play

Index Term-Uncontrolled  

Play-based learning

Index Term-Uncontrolled  

Play-based teaching

Index Term-Uncontrolled  

Children's growth

Added Entry-Corporate Name  

The University of Wisconsin - Madison Curriculum & Instruction

Host Item Entry  

Dissertations Abstracts International. 85-12A.

Electronic Location and Access  

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Control Number  

joongbu:657592