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dc.contributor.authorKarlsen, Lisa
dc.contributor.authorLekhal, Ratib
dc.date.accessioned2020-02-17T15:08:05Z
dc.date.available2020-02-17T15:08:05Z
dc.date.created2019-06-25T14:23:35Z
dc.date.issued2019
dc.identifier.citationJournal of Early Childhood Research. 2019, 17(3), 233-246en_US
dc.identifier.issn1476-718X
dc.identifier.urihttps://hdl.handle.net/11250/2642076
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherSageen_US
dc.titlePractitioner involvement and support in children’s learning during free play in two Norwegian kindergartensen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionacceptedVersionen_US
dc.rights.holderCopyright 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."en_US
dc.source.pagenumber233-246en_US
dc.source.volume17en_US
dc.source.journalJournal of Early Childhood Researchen_US
dc.source.issue3en_US
dc.identifier.doi10.1177/1476718X19856390
dc.identifier.cristin1707676
cristin.unitcode158,9,0,0
cristin.unitnameInstitutt for kommunikasjon og kultur
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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