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Play as third space between home and school: Bridging cultural discourses
Raudhah Yahya1, Elizabeth Ann Wood1
1University of Sheffield, UK.
Journal of Early Childhood Research : ECR
|September 5, 2017
Summary
Play acts as a vital third space, bridging home and school for immigrant children. This conceptual framework helps educators support children
Area of Science:
- Sociology
- Education
- Child Development
Background:
- Children's transition from home to school environments can be challenging.
- Sociocultural theories emphasize the role of social interaction in learning.
- The concept of 'third space' offers a framework for understanding hybrid cultural experiences.
Purpose of the Study:
- To examine play as a conceptual third space for immigrant children.
- To explore how children use play to bridge home and school discourses.
- To identify strategies for educators to support children's use of play as a bridge.
Main Methods:
- Qualitative interpretivist framework.
- Interviews with 19 immigrant mothers and their children in Canada.
- Focus on play experiences at home and in preschool settings.
Main Results:
- Children and teachers utilize play as a third space in diverse ways.
- Children experience cultural dissonance but use play to navigate between home and school.
- Teachers employ strategies to support children's play as a bridging mechanism.
Conclusions:
- 'Play as third space' provides a valuable conceptual framework for educators.
- This framework can facilitate children's transition from home to school.
- It assists in managing discontinuities experienced by children in new environments.
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