Yahya Raudhah, Wood Elizabeth Ann
University of Sheffield, UK.
J Early Child Res. 2017 Sep;15(3):305-322. doi: 10.1177/1476718X15616833. Epub 2016 Apr 6.
This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children's use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that 'play as third space' can be used as a conceptual framework for educators and practitioners to support children's transition from home to school and assist children who experience discontinuities.
本文将玩耍视为一个概念性的第三空间，它充当了家庭话语与学校话语之间的桥梁。运用社会文化理论和解释主义框架，对加拿大的19位移民母亲及其子女进行了访谈，了解他们在家中和幼儿园的玩耍经历。研究结果表明，儿童和教师以各种方式将玩耍用作第三空间。尽管儿童经历了一些文化冲突，但本研究阐述了儿童如何将玩耍用作家庭与学校之间的桥梁，并探讨了教师支持儿童将玩耍用作第三空间的策略。当儿童穿梭于这两个文化场所时，他们积累知识和生活经验，然后在这个概念性的第三空间中相遇、互动，甚至融合在一起。结论提出，“玩耍作为第三空间”可作为一个概念框架，供教育工作者和从业者支持儿童从家庭过渡到学校，并帮助那些经历不连续情况的儿童。
