Samuelsson Robin
School of Culture and Education, Södertörn University, Huddinge, Sweden.
Front Psychol. 2020 Sep 30;11:545846. doi: 10.3389/fpsyg.2020.545846. eCollection 2020.
This paper explores how preschools can be purposefully designed to aid cultural learning through guided play practices. In recent literature, there has been a renowned interest in the role of the exogenous environment in psychological processes, including learning. The idea that the design of preschools can meaningfully be seen as cultural niche construction and that guided play practices in these environments can aid the preparation for cultural action is promoted, and a theoretical framework is presented. The empirical data draw from a synthesis from three ethnographic research sites in multilingual communities, and data are used to explore how cultural affordances are used in designed environments as part of guided play practices. The results indicate how niche construction of affordances aid cultural learning and is achieved through both direct guided play interaction between teachers and children and also in the way of the indirect design of environments that is incorporated in children's peer play. It is discussed what this means for play research as well as for guided play practices that aim to promote cultural learning.
本文探讨了如何通过有指导的游戏实践，有目的地设计幼儿园以促进文化学习。在最近的文献中，人们对外部环境在包括学习在内的心理过程中的作用产生了浓厚兴趣。文中提出，幼儿园的设计可以被有意义地视为文化生态位构建，并且在这些环境中的有指导的游戏实践可以帮助为文化行动做好准备，并给出了一个理论框架。实证数据来自对多语言社区中三个民族志研究地点的综合分析，这些数据用于探索在有指导的游戏实践中，文化可供性是如何在设计环境中被利用的。结果表明，可供性的生态位构建如何促进文化学习，这是通过教师与儿童之间直接的有指导的游戏互动，以及融入儿童同伴游戏中的环境间接设计来实现的。文中讨论了这对游戏研究以及旨在促进文化学习的有指导的游戏实践意味着什么。
