Teaching and Learning Faculty Publications and Presentations
Document Type
Article
Publication Date
3-2021
Abstract
Effective implementation of guided play requires teachers who, with a proper understanding of their role and that of children, know how to begin and interact during the play. Such teachers, while paying attention to and supporting learning goals, also provide children with a process of enjoyable playing experience. The goal of the current study was to identify and explain the role of the teacher and the child in the guided play process of teaching-learning. The research method was inductive qualitative content analysis in which guided play research studies in the field of children’s education from 2000 to 2020 were identified by purposive sampling and analyzed until reaching saturation. The results of analyzing 17 scientific sources (including 15 articles and 2 dissertations) led to the identification of 6 main organizing themes and 5 sub-organizing themes, which were divided into two comprehensive themes of teacher role (purposeful initiator, a participant in the play, supportive) and child role (intrinsic motivation, active role in the play, dynamic participation). The identified themes were well-received and validated by experts.
Recommended Citation
Abdolmaleki, S., Nouri, N., & Asadi, F. (2021). Identifying and Explaining the Role of the Teacher and the Child in the Guided Play Process: A Qualitative Content Analysis. Thinking and Children, 11(2), 159-182. https://doi.org/10.30465/fabak.2021.5917
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Thinking and Children
DOI
10.30465/fabak.2021.5917
Comments
Copyright © 2021, IHCS (Institute for Humanities and Cultural Studies). This is an Open Access article. This work is licensed under the Creative Commons Attribution 4.0 International License.