Abstract
This chapter discusses ways adults can recognize the teachable moments within children’s play in order to support learning in a scientific way. The ability to capture pedagogical play momentitos (which is an original term used to describe moments of intense emotion and thinking that are significant to children and adults) will be explored. In addition, the use of digital visual technology to access and stabilize pedagogical relations in play is discussed as a form of documentation or ‘visible listening’, that ‘promotes dialogue about teaching and learning’ (Ridgway 2006). We use early childhood pre-service teacher drawings of a play memory to introduce the idea that perceptual embodiment of personal meanings and cultural values exist within all educators’ understanding of children’s play. We suggest that an awareness of such embodied influences requires acknowledgement of cultural and historical sensibility.
The traces that children leave us of their lives and thoughts cannot be enclosed in words alone, but need something more: images, drawings, writings and above all narratives.
(Spaggiari 1997, p. 10).
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Ridgway, A., Quiñones, G., Li, L. (2015). In the Everyday Moments of Play. In: Early Childhood Pedagogical Play. Springer, Singapore. https://doi.org/10.1007/978-981-287-475-7_8
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DOI: https://doi.org/10.1007/978-981-287-475-7_8
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