Facilitators, teachers, observers, and play partners

Exploring how mothers describe their role in play activities across three communities

Heli Muhonen, Antje Von Suchodoletz, Elena Doering, Joscha Kärtner

    Research output: Contribution to journalArticle

    Abstract

    The present study explored the perspectives of mothers from three communities regarding their role in play activities with their toddlers. The mothers of two-year-old children from Muenster, Germany (n = 34), Chennai, India (n = 36), and New York City, USA (n = 36), participated in the study. Qualitative content analysis was utilized to analyze the mothers' responses to semi-structured interview questions. Four roles were identified as characterizing the mothers' narratives, namely mothers as facilitators, teachers, play partners, or observers. The goal of facilitator was to support children's autonomy; teachers often described educational learning goals; and play partners and observers highlighted the play itself. In the data, two-thirds of the mothers from New York City were identified as facilitators, while half of the Chennai sample were identified as teachers. The Muenster sample recorded the largest variation with regard to the four roles. The findings suggest variations in how the mothers in our samples viewed their role in play situations, both within and across communities.

    Original languageEnglish (US)
    Pages (from-to)223-233
    Number of pages11
    JournalLearning, Culture and Social Interaction
    Volume21
    DOIs
    StatePublished - Jun 1 2019

    Fingerprint

    teacher
    community
    content analysis
    autonomy
    India
    narrative
    interview
    learning

    Keywords

    • Cross-community study
    • Goal
    • Mother
    • Play
    • Role
    • Toddler

    ASJC Scopus subject areas

    • Education

    Cite this

    Facilitators, teachers, observers, and play partners : Exploring how mothers describe their role in play activities across three communities. / Muhonen, Heli; Von Suchodoletz, Antje; Doering, Elena; Kärtner, Joscha.

    In: Learning, Culture and Social Interaction, Vol. 21, 01.06.2019, p. 223-233.

    Research output: Contribution to journalArticle

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