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European Early Childhood Education Research Journal Volume 21, 2013 - Issue 2: Promoting play for a better future
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Articles

The nature of adult–child interaction in the early years classroom: Implications for children's perceptions of play and subsequent learning behaviour

Karen McInnes School of Psychology, University of South Wales, Pontypridd, UKCorrespondence[email protected]
,
Justine Howard School of Human and Health Sciences, University of Swansea, Swansea
,
Kevin Crowley School of Psychology, University of South Wales, Pontypridd, UK
&
Gareth Miles School of Psychology, University of South Wales, Pontypridd, UK
Pages 268-282 | Published online: 10 Jun 2013

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Read on this site (14)

Selda Aras. (2023) Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills. Learning: Research and Practice 0:0, pages 1-14.
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Jane Dorrian. (2023) An exploration of factors affecting the baseline assessment scores of children attending morning or afternoon sessions in nursery settings in Wales. Early Years 43:1, pages 91-103.
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Hanne Jensen, Angela Pyle, Betül Alaca & Ellen Fesseha. (2021) Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms. Early Years 41:5, pages 491-505.
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Hanne Jensen, Jane Dene Kvalsvig, Myra Taylor, Snenhlanhla Sibisi, David Whitebread & Ros McLellan. (2021) What counts as learning in play? Uncovering patterns in perceptions of South African early educators. International Journal of Early Years Education 29:3, pages 298-313.
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Yeshe Colliver, Maria Hatzigianni & Ben Davies. (2020) Why can’t I find quality apps for my child? A model to understand all stakeholders’ perspectives on quality learning through digital play. Early Child Development and Care 190:16, pages 2612-2626.
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Aeshah Alsarawi. (2020) Inclusive playgrounds: concerted efforts for children with disabilities in Saudi Arabia. International Journal of Play 9:4, pages 382-399.
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Karen McInnes. (2019) Playful learning in the early years – through the eyes of children. Education 3-13 47:7, pages 796-805.
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Sue Cherrington. (2018) Early childhood teachers’ thinking and reflection: a model of current practice in New Zealand. Early Years 38:3, pages 316-332.
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Ruth Davies & Paula Hamilton. (2018) Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13 46:1, pages 117-129.
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Yeshe Colliver & Marilyn Fleer. (2016) ‘I already know what I learned’: young children's perspectives on learning through play. Early Child Development and Care 186:10, pages 1559-1570.
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Sue Robson. (2016) Self-regulation, metacognition and child- and adult-initiated activity: does it matter who initiates the task?. Early Child Development and Care 186:5, pages 764-784.
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Janet Rose. (2016) Editorial. International Journal of Early Years Education 24:2, pages 117-120.
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Marilyn Fleer. (2015) Pedagogical positioning in play – teachers being inside and outside of children's imaginary play. Early Child Development and Care 185:11-12, pages 1801-1814.
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Shukla Sikder. (2015) Social situation of development: parents perspectives on infants-toddlers' concept formation in science. Early Child Development and Care 185:10, pages 1658-1677.
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Articles from other publishers (10)

Karen McLean, Gillian Lake, Mary Wild, Ulla Licandro & Maria Evangelou. (2022) Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood 48:1, pages 5-17.
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Heidi Harju-Luukkainen. 2023. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care 45 59 .
Eslem Gözde ŞENÖZ & Güler KÜÇÜKTURAN. (2022) Çocukların Dış Mekânda Oyun Oynama Eğilimlerinin İncelenmesiInvestigation of Children’s Playfulness Outdoors. Ege Eğitim Dergisi 23, pages 56-70.
Crossref
Jane Dorrian. 2022. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness 96 112 .
Hanne Jensen & Aaron Lee Morris. 2021. Processual Perspectives on the Co-Production Turn in Public Sector Organizations. Processual Perspectives on the Co-Production Turn in Public Sector Organizations 270 289 .
. 2021. Initiatives collaboratives pour l’enfance. Initiatives collaboratives pour l’enfance 169 194 .
Ann-Christina Kjeldsen, Lic Educ, Silja K. Saarento-Zaprudin & Pekka O. Niemi. (2019) Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9. Journal of Learning Disabilities 52:5, pages 366-382.
Crossref
Carmen Viejo, Rosario Ortega-Ruiz & Eva M. Romera. 2018. Early Childhood Education From an Intercultural and Bilingual Perspective. Early Childhood Education From an Intercultural and Bilingual Perspective 131 146 .
Barbara A. Wasik & Jill L. Jacobi-Vessels. (2016) Word Play: Scaffolding Language Development Through Child-Directed Play. Early Childhood Education Journal 45:6, pages 769-776.
Crossref
Dave Neale & Deborah Pino-Pasternak. (2016) A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking. Educational Psychology Review 29:3, pages 641-665.
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