Stuart Reifel

From Category to Context: Reconsidering Classroom Play.

The problem of understanding classroom play is addressed through an analysis of a preschool play interaction. Current critiques of traditional play category systems ( Takhvar & Smith, 1990 ; Yeatman & Reifel, 1992 ) argue that commonly used, familiar category systems, such as Smilanskys (1968) , are imprecise and problematic. Current research and theory adds to our view of play as pretend ( Bretherton, 1989 ; Fein, 1989 ; Leslie, 1987 ). A description and analysis of one free play preschool session with two girls serves to demonstrate problems of traditional categories and of newer theories. One 30-min session at an easel appears to provide evidence of play reflecting nearly all developmental categories of play. While painting, the girls engage in apparent parallel, associative, and cooperative social play; they also appear to demonstrate exploration and symbolic (constructive and script-related sociodramatic pretense) play and a game with rules. Existing research and theory prove useful for describing some situations within the session, but no one view can describe or typify the course of the entire interaction. At some points during the session, more than one perspective is necessary to describe the play. Building on Bateson (1972) and Vygotsky (1974) b, we propose a model of classroom play as contextual frame. Play can be understood in terms of a progression of a range of simulations within a time continuum, including the influences of materials, social relations, real-world experience, and decisions about what to simulate. Materials and peers are seen to serve as pivots in the childrens various play transformations over the course of the session, all within an as if frame.

Play and Literacy Learning in a Diverse Language Pre-Kindergarten Classroom.

This study explores a teachers understandings of the role of play and her use of play in literacy learning serving children from diverse language backgrounds. The participants in this study were a public pre-kindergarten teacher and her class. Data were collected from interviews, informal conversations, observations, and self-reflexive notes. The teacher believed that play, as she defined it, has an important role in childrens literacy learning and development, and she used playful activities (concrete, manipulative, fun, hands-on, and creative activities, including games) as potential teaching and learning mediums for literacy learning, within her own unique understanding and use of play. Implications for understanding multicultural and developmentally appropriate literacy practices are discussed in terms of teacher beliefs and understandings.

Part-Whole Relations: Some Structural Features of Children's Representational Block Play

Research is reported that shows how block play becomes more complex with respect to part-whole relationships with the childs increasing age. Older children include a greater number of constituent parts in their constructions. Constructions appear to reveal knowledge of parts before the child uses spontaneous language to indicate parts.

Cinematic Landscapes of Teaching: Lessons from a Narrative of Classic Film.

Abstract The purpose of this inquiry was to utilize the concept of “landscapes of teaching” in the analysis of a classic film about a venerated teacher, Goodbye, Mr. Chips (1939). First, the aim of the analysis is to provide insights into teacher development and to discuss the sacred and mystical dimensions of teaching (Craig, 1995). Second, the analysis of teaching as a profession portrayed in this vintage film and the role of teachers as guardians of a societys culture provides insights about the enduring value of the teaching profession. Considering the current criticism of teachers and teacher educators, this film analysis and discussion serves as a much needed and inspiring reminder of our role and responsibilities. The utilization of the work of Connelly and Clandinins (1996) notion of “landscapes” and of the suggested use of a teaching strategy of the film analysis offers a fine complement to the lecture approach often used in teacher education as well as a tool for those of us who use constructivist approaches.

Child Care on Campus: A Case Study in Evolving Programs and Issues

The purpose of this paper is to present a model for campus child care and a case study that demonstrates how the changing needs for campus child care can be accommodated by a responsive administrative structure. The ways in which these needs are met are effected by the historical context and the specific characteristics of the campus community and the professional community. Program practice is shown to be effected by campus politics, policy decisions that are responsive to campus needs and expectations, the program’s physical setting, elements of the program, and public relations. Various needs, such as infant, toddler, pre-school age, and school age care, as well as part time, full day, and evening care, can be met when the center and staff cooperate to meet local community conditions. Complimentary needs, such as research and referral, can be made part of the program when thorough planning is done and a clear policy is established. Coordinating the program to meet needs can be related with ongoing campus research and teaching. As needs change over time, the center can adapt to serve the evolving community.