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Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens

Karlsen, Lisa; Lekhal, Ratib
Journal article, Peer reviewed
Accepted version
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URI
https://hdl.handle.net/11250/2642076
Date
2019
Metadata
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  • Publikasjoner fra CRIStin - BI [636]
  • Scientific articles [1722]
Original version
Journal of Early Childhood Research. 2019, 17(3), 233-246   10.1177/1476718X19856390
Abstract
This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), practitioners spent a significant amount of this time completely away from play situations (45.5% of free play). Of the remaining time, practitioners spent 34 percent of free playtime supporting children’s learning through joining in, commenting, instructing, or helping.
Publisher
Sage
Journal
Journal of Early Childhood Research
Copyright
Copyright policy of SAGE, the publisher of this journal: Authors “may post the accepted version of the article on their own personal website, their department’s website or the repository of their institution without any restrictions."

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