Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical rtudy of the learning process of a work team

Figures & data

Figure 1. The design of the study.

Table 1. The number of sequences in which the participants discuss their role in play. In some sequences, elements of several categories were evident, as illustrated in the table with /. These sequences are written within parentheses in the total column.

Category	FGC 1	FGC 2	FGC 3	FGC 4	FGC 5	FGC 6	Total
Afraid of steering the play	8	5	4	5 1 Steering/Other	3	4 1 Steering/Coordinating	29 (2)
Coordinating the play	2	3	1	7	4	1	18
Expanding the play	0	5	1 Expansive/Coordinating	6 3 Expansive/Steering	4	8	23 (4)
Other	2	3	2	1	1	1	10
Total	12	16	8	23	12	15	86