ABSTRACT

There are some studies indicating that parents make a significant contribution to children’s conceptual learning through play, whereas very few studies have been done to identify parents’ pedagogical positioning in children’s imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children’s perspectives in imaginative play. Vygotsky’s cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children’s families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other’s perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults’ involvement in children’s imaginative play for supporting learning and development.

摘要

有一些研究表明，父母通过游戏对儿童的概念学习做出了重大贡献，而很少有研究确定父母在儿童想象力游戏中的教学定位以支持他们的学习和发展。本文旨在探讨印度-澳大利亚移民父母如何通过在富有想象力的游戏中采用孩子的观点来参与并支持抽象概念的发展。维果茨基的文化历史理论被用来分析数据以回答研究问题。这些数据是通过对四个印度-澳大利亚移民家庭的视频、音频和半结构化访谈收集的。从四个重点儿童家庭收集了大约 17 小时的数据。这项研究的发现表明，如何通过在富有想象力的游戏的内部和外部之间移动来扩展父母和孩子从个人角度发展的游戏。然而，该研究还表明，戏剧参与者可能会因为仅仅在戏剧之外而错过了解彼此观点的机会。论文建议未来的研究应集中于研究成人的教学定位，这是了解成人参与儿童想象力游戏以支持学习和发展的重要维度。该研究还表明，戏剧参与者可能会因为只在戏剧之外而错过了解彼此观点的机会。论文建议未来的研究应集中于研究成人的教学定位，这是了解成人参与儿童想象力游戏以支持学习和发展的重要维度。该研究还表明，戏剧参与者可能会因为只在戏剧之外而错过了解彼此观点的机会。论文建议未来的研究应集中于研究成人的教学定位，这是了解成人参与儿童想象力游戏以支持学习和发展的重要维度。