We present a conceptual analysis, grounded in empirical data, of how young children’s creative play is framed by the ‘pedagogic culture’ within which the child is playing. Drawing on data from a research study with the broad aim of documenting children’s creative play in Western play-based early childhood education, we gathered exploratory qualitative observations, self-initiated iPad video diaries and researcher-led activities to describe children’s creative play. We adapted the Analysing Children’s Creative Thinking Framework as a starting point for coding and the analyses focused on three contextual cues within the pedagogic culture – space, interpersonal collaborations and materials. We ground our discussion in a contextualist theoretical frame to demonstrate that in isolation, each contextual cue presents a degree of framing to children’s creative play. When analysed as a synergy of contextual cues, however, we begin to see that the dynamic make-up of each of the contexts, and the interplay among them, create a ‘pedagogic culture’ that transforms children’s creative play. We present ‘stories’ of each pedagogic culture that we observed, to describe how children’s creative play manifested within each culture.

中文翻译：

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探索幼儿教育中创造性游戏的教学文化

我们以经验数据为基础，提出了关于概念性分析，即幼儿玩耍的“教学文化”如何构架幼儿的创造力游戏。我们从一项旨在以西方游戏为基础的儿童早期教育中记录儿童创造性游戏的广泛研究数据为基础，收集了探索性定性观察，自我启动的iPad视频日记以及研究人员主导的活动来描述儿童创造性游戏。我们将“分析儿童的创造性思维框架”作为编码的起点，并将分析重点放在教育文化中的三个上下文线索上-空间，人际合作和材料。我们的讨论基于上下文主义的理论框架，以证明孤立地 每个上下文提示都为儿童的创造性游戏提供了一定程度的框架。但是，当将其作为上下文线索的协同作用进行分析时，我们开始发现每种上下文的动态构成以及它们之间的相互作用会产生一种“教学文化”，从而改变儿童的创造性游戏。我们介绍了我们观察到的每种教学文化的“故事”，以描述儿童的创造性游戏在每种文化中的表现方式。