Parental perception of children's play: A phenomenological research

Document Type : Scientific- research

Authors

1 Ph.D. Curriculum Planning, Allameh Tabataba’i University.Tehran, Iran

2 Masters of Clinical Psychology, Azad University, Alborz Branch, Alborz, Iran

3 . Master's student of educational psychology ,Azad University, Tehran, Iran,

Abstract

Parents, as one of the basic components of early childhood education, perceive children's play in different ways than educators. Understanding and identifying parents' perspectives provides the foundation for a deeper understanding of play and, consequently, its more effective implementation in the preschool curriculum. The aim of this study was to investigate parents' views on children's play. The method of the present study was qualitative with a phenomenological approach. The study population was mothers of children in preschool centers in Tehran. Data were collected through purposive sampling of 15 mothers through semi-structured interviews. Data were analyzed by Colaizzi(1987) seven-step method. The findings led to the identification of three main parental views on play: play as a tool for learning, play as a fun activity, and play as energy draining activity. The findings also showed that most parents had a results-oriented view of play. They valued play mostly for its developmental and academic learning achievements

Keywords

References

بابائی سیاهکلرود ، جمیله (1400). بررسی آسیب‌های اجتماعی، فرهنگی و روانی سکونتگاه‌های تجمعی (آپارتمان). فصلنامه مطالعات علوم اجتماعی، دوره7، شماره1، ص: 33-25.
دوکانه‌ای فرد، فریده؛ حسنی، فریبا؛ مظفرپور، مینا (1391). بررسی مقایسه‌ای تعارضات زناشویی خانواده‌های هر دوشاغل و یکی شاغل و سلامت روان فرزندان 90-89 شهر تهران، فصلنامه مشاوره و روان‌درمانی، شماره 1، ص:55-83.
رحیمی، علی، بی بی رازقی نصرآباد ، حجیه.(1399). تحولات و چالش‌های ساختاری و کارکردی نهاد خانواده در ایران: یک مرور نظام‌مند. فصلنامه جمعیت. ۲۶ (۱۰۹ و ۱۱۰):۵۵-۹۰.
زارع شاه‌آبادی، اکبر ، ترکان، رحمت‌الله (1393). بررسی عوامل مؤثر در نگرش زنان نسبت به آپارتمان‌نشینی در شهر یزد (مطالعه تطبیقی زنان ویلانشین و آپارتمان‌نشین). مطالعات راهبردی زنان، سال هفدهم شماره 65، 163-214.
سازمان پزوهش و برنامه‌ریزی آموزشی (1398). راهنمای برنامه و فعالیت‌های آموزشی و پرورشی دوره ی پیش دبستانی.، تهران: انتشارات مدرسه.
عبدالملکی, صابر, خسروی, محبوبه, قادری, مصطفی, ملکی, حسن. (1399ب). شناسایی مؤلفه‌های بازی آزاد در فرایند یاددهی- یادگیری کودکان مبتنی بر سنتز پژوهی در شواهد پژوهشی معاصر. فصلنامه روان‌شناسی تربیتی, 16(58), 117-146.
عبدالملکی, صابر, نوری, نوشین, اسدی, فائزه. (1399). شناسایی و تبیین نقش مربی و کودک در فرایند بازی هدایت شده: یک تحلیل محتوای کیفی. تفکر وکودک, 11(2), 159-182.
نجاتی، وحید (1391). ﺑﺮﺭﺳﻲ شاخص‌های عصب‌شناختی ﻓﺮﻫﻨﮓ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﻭ ﺗﺪﻭﻳﻦ کاربست‌های ﺁﻥ ﺩﺭ ﻃﺮﺍﺣﻲ ﺍﻟﮕﻮﻱ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻧﻲ ﭘﻴﺸﺮﻓت. گزارش طرخ پژوهشی مرکز بررسی‌های استراتژیک ریاست جمهوری.
ندیمی, حمید. (1389). روش استاد و شاگردی، از نگاهی دیگر. نشریه هنرهای زیبا- معماری و شهرسازی, 2(44), 27-36.
نظری، علی‌محمد و سلیمانیان، علی‌اکبر (1386). بررسی و مقایسه رضایت زناشویی زوج‌های هردو شاغل، فصلنامه تازه‌ها و پژوهش‌های مشاوره، 6(24): 122-103.
 
Breathnach, H., O'Gorman, L., & Danby, S. (2016). Well it depends on what you'd call play : Parent Perspectives on Play in Queensland's Preparatory Year. Australasian Journal of Early Childhood, 41(2), 77-84.
Bulotsky-Shearer, R. J., López, L. M., & Mendez, J. L. (2016). The validity of interactive peer play competencies for Latino preschool children from low-income households. Early Childhood Research Quarterly, 34, 78–91.
Chowdhury, K. Q., & Obaydullah, A. K. M. (2019). parents`parents`perception towards play based learning of 3 -5 years old children. International Journal Of All Research Writings, 1(12), 7-18.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2010). Research methods, design, and analysis. Boston, MA: Allyn & Bacon.
Colliver , Y. (2016). Mothers' perspectives on learning through play in the home. Australasian Journal of Early Childhood, 41(1), 4-12.
 Creswell, J. W. (2013). Qualitative Inquiry & Research Design Choosing among Five Approaches (3rd ed.). Thousand Oaks, CA SAGE
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
DeVito, M. C. (2014). Parents' Value of Play in Early Childhood: A Comparative Study of Spousal Play Beliefs. West Virginia University. Graduate Theses, Dissertations, and Problem Reports. 127.
Ducusin, R. J., & Dy, M. F. (2016). Parental Perceptions on the Importance of Play in Early Childhood. Journal of Human Ecology, 5(1).
Duncan, J., & Lockwood, M. (2008). Learning through play: A work-based approach for the early years professional. New York: Continuum.
Fisher, K. R., Hirsh-Pasek, K., Golinkoff, R. M., & Gryfe, S. G. (2008). Conceptual split? Parents' and experts' perceptions of play in the 21st century. Journal of applied developmental psychology, 29(4), 305-316.
Fogle, L. M., and Mendez, J. L. (2006). Assessing the play beliefs of African American mothers with preschool children. Early Childh. Res. Q. 21, 507–518.
Gaskins, S., Haight, W., & Lancy, D. F. (2007). The cultural construction of play. In A. Göncü & S. Gaskins (Eds.), Play and development: Evolutionary, sociocultural, and functional perspectives (pp. 179-202). Mahwah, NJ: Lawrence Erlbaum.
Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3, 443-463.
Hennessey, P. (2016). Full–day kindergarten play-based learning: Promoting a common understanding. Education and Early Childhood Development, April, 1-76.
Henricks, T. (2018). Classic Theories of Play. In P. Smith & J. Roopnarine (Eds.), The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives (Cambridge Handbooks in Psychology, pp. 361-382). Cambridge: Cambridge University Press
Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. (2004). Einstein never used flash cards: How our children really learn--and why they need to play more and memorize less. Rodale Books.
Hyvonen, P. T. (2011). Play in the school context? The perspectives of Finnish teachers. Australian journal of teacher education, 36(8), 5.
Ihmeideh, F. (2019). Getting parents involved in children’s play: Qatari parents’ perceptions of and engagement with their children’s play. Education 3-13, 47(1), 47-63.
Jensen, D. M. (2010). Parental perspectives of play with preschool children. Unpublished manuscript, Utah State University, Logan, Utah.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally appropriate curriculum: Best practices in early childhood education. Prentice Hall.
LaForett, D. R., & Mendez, J. L. (2016). Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States. Early Child Development and Care, 1–13.
LaForett, D. R., & Mendez, J. L. (2017). Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood. Early Child Development and Care, 187(5-6), 910-923.
Lin, X. Y. (2013). An interview study of Chinese parents’ beliefs about play and learning in younger children. Hong Kong Journal of Early Childhood, 12(2), 35-42.
Lin, X., & Li, H. (2018). Parents’ play beliefs and engagement in young children’s play at home. European Early Childhood Education Research Journal, 26(2), 161-176.
Lungu, S., & Matafwali, B. (2020) .Parents’ Views on Play Based Learning for Children Aged 3-6 Years: Evidence from Selected Early Childhood Education Centres in Zambia.
McGinn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement. (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp.
Metaferia, B. K., Futo, J., Drew, R., & Takacs, Z. K. (2020). Parents’ beliefs about play and the purpose of preschool education, preschoolers’ home activity and executive functions. Frontiers in psychology, 1104.
Moore, D., Edwards, S., Cutter-Mackenzie, A., & Boyd, W. (2014). Play-based learning in early childhood education. In Young Children's Play and Environmental Education in Early Childhood Education (pp. 9-24). Springer, Cham.
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psychologist, 28(8), 643-644.
O'Gorman, L., & Ailwood, J. (2012). ‘They get fed up with playing’: Parents' views on play-based learning in the preparatory year. Contemporary Issues in Early Childhood, 13(4), 266-275.
Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents’ ethnotheories of play and learning: Effects on preschool children’s home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97-104.
Pufall, P.B. & Pufall, E. (2008). The relationship between play and culture. Human Development, 51(5-6), 390-398.
Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play‐based pedagogies in kindergarten education. Review of Education, 5(3), 311-351.
Roopnarine, J. L. (2011). Cultural variations in beliefs about play, parent-child play, and children's play: Meaning for childhood development, In The Oxford Handbook of the Development of Play, edited by A. D. Pellegrini, 19–37. Oxford: Oxford University Press.
Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Routledge/Taylor and Francis Group.
Shahidi, B. (2010). Pretend Play of Young Children in North Tehran: A Descriptive Cultural Study of Children's Play and Maternal Values (Doctoral dissertation, UC Berkeley).
Sigel, I. E., Lisi, M. D., & Ann, V. (2002). Parent beliefs are cognitions: The dynamic belief systems model. In M. H. Bornstein (Ed.), Handbook of Parenting: Being and Becoming a Parent (2nd ed., pp. 485-508). Mahwah, NJ, USA: Lawrence Erlbaum
Sim, Z. L., & Xu, F. (2017). Learning higher-order generalizations through free play: Evidence from 2-and 3-year-old children. Developmental psychology, 53(4), 642.
Trawick-Smith, J. (2012). Play and the curriculum.In: Frost, JL, Wortham, SC, Reifel, S (eds) Play and Child Development.Upper Saddle River, NJ: Pearson.
Turk, K. (2015). Parents’ beliefs and attitudes about a play curriculum (Unpublished doctoral dissertation). Kent State University College and Graduate School of Education, Health and Human Services, Kent, OH.
UNICEF. (2012). Inequalities in Early Childhood Development: What the Data Say. New York, NY 10017, USA UNICEF. (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved October 3, 2014 from https://www. unicef.org/crc/files/Rights_overview.pdf
Van Hoorn, J, Nourot, P, Scales B & Alward, K. (2014), Play at the center of the curriculum, 6th edition, Pearson Education, Boston, MA
Van Manen, M. (2016). Phenomenology of practice. New York, NY: Routlege.
Watchman, T., & Spencer-Cavaliere, N. (2017). Times have changed: Parent perspectives on children's free play and sport. Psychology of Sport and Exercise, 32, 102-112.
Weisberg, D. S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104-112.
Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play. Brussels: Toy Industries of Europe.
Wisneski, D. B., & Reifel, S. (2012). The place of play in early childhood curriculum. Curriculum in early childhood education: Re-examined, rediscovered, renewed, 175-187.
Woolnough  , S .(2017). Parent Perceptions Of Play-Based Early Education In Abuja, Nigeria. Toronto Metropolitan University. Thesis. https://doi.org/10.32920/ryerson.14665518.v1 
Wu, S. C. (2020). A co-constructed picture of learning in play by teachers and parents. Journal of Early Childhood Research, 19(1), 84-97.
Wu, S. C., Faas, S., & Geiger, S. (2018). Chinese and German teachers’ and parents’ conceptions of learning at play–similarities, differences, and (in) consistencies. European Early Childhood Education Research Journal, 26(2), 229-245.
Yahya, R. (2016). Bridging home and school: Understanding immigrant mothers' cultural capital and concerns about play-based learning. Early Years, 36(4), 340-352.
Zigler, E., & Bishop-Josef, S. (2006). The cognitive child vs. the whole child: Lessons from 40 years of Head Start. In D. G. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social–emotional growth (pp. 15–35). New York, NY: Oxford University Press.
Thinking and Children
Volume 14, Issue 1 - Serial Number 27
Spring and Summer 1402
August 2023
Pages 231-256

Files

Share

How to cite

Statistics