Norwegian ECEC teachers’ play practices with children aged 2-3 years

Abstract

ABSTRACT The present study investigated early childhood education and care (ECEC) teachers’ practices when they were engaged in play with children aged 2 to 3 years old. Both in a Norwegian context and internationally the number of younger children in ECEC is increasing, and there is a need for knowledge about what characterizes high-quality teacher practices at play. Eighteen Norwegian teachers were filmed interacting with small groups of two to five children (a total of 54 children, mean age 35 months; range 28–41). The video data (18 play situations; total = 4 hours) were transcribed and analyzed using the theoretical framework of intersubjective space, emphasizing the sematic, material, and social dimensions of the interactions between the teachers and children. The results revealed three main characteristics of teachers’ play practices: creating connections in play, expanding play, and regulating play. Although these characteristics were present in many observations, our analysis revealed variations between the teachers in terms of creating connections, expanding, and regulating. These variations can be decisive for play to continue, develop, or end. In addition, teachers’ practices appear to be crucial for some children to be included in play.