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Publisher: SAGE Publications
Journal: Journal of Early Childhood Research
Languages: English
Types: Article
Subjects: play, sociocultural theories, home and school, cultural discourses, Articles, cultural dissonance, third space
This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, nineteen immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school, and explores strategies that teachers use in supporting children’s use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that ‘play as third space’ can be used as a conceptual framework for educators and practitioners to support children’s transition from home to school and assist children who experience discontinuities.
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    • 1.1 Comparing play in native country and Canada 1.1.1 Changes in play settings and experiences resulting in changes in affordances of play 1.1.2 A new form of play: Digital Play
    • 1.2 Comparing learning in native country and Canada
    • 1.3 Relationship between play and learning
    • 1.4 Communication between home and school
    • 2.1 Children's drawing: What it reveals about play
    • 2.2 Play and its challenges for children
    • 2.3 Two learning models: play-based learning and rote-learning
    • 2.4 Relationship between play and learning
    • 3.1 Cultural dissonance
    • 3.2 Children using play as third space between home and school discourses
    • 3.3 Teachers' strategies to support children's navigation in school culture
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