High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society?
As digitalization and digital transformation shape developments in society, children’s competence and agency for digital transformation need to be fostered from an early age. Equitable digital education is of utmost importance. Teachers’ expectation behavior is relevant for providing equitable learn...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/4/399 |
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| author | Lena Hollenstein Marius Vogt Olivia Benz Franziska Vogt |
| author_facet | Lena Hollenstein Marius Vogt Olivia Benz Franziska Vogt |
| author_sort | Lena Hollenstein |
| collection | DOAJ |
| description | As digitalization and digital transformation shape developments in society, children’s competence and agency for digital transformation need to be fostered from an early age. Equitable digital education is of utmost importance. Teachers’ expectation behavior is relevant for providing equitable learning opportunities for all children. This study focuses on guided pretend play in digital education in kindergarten. This study examines whether high-expectation behavior of teachers is found in the behavior of kindergarten teachers during guided pretend play, and whether teacher expectation play behavior reveals different expectations for boys and girls. Video observations of guided pretend play in 15 kindergartens were analyzed using a qualitative cross-over design. While teachers interacted for equal durations with boys and girls during guided pretend play, significantly more incidents revealed teacher expectations toward girls than boys. Overall, high-expectation play behavior was less prevalent than low-expectation play behavior. In order to support further research and practice, an exploration of video sequences identified characteristics of teachers’ high-expectation behavior for guided pretend play, such as holding back or enabling children’s agency. |
| format | Article |
| id | doaj-art-314ed34a1b17420f9155ed0971bf4043 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-314ed34a1b17420f9155ed0971bf40432025-08-20T02:28:33ZengMDPI AGEducation Sciences2227-71022025-03-0115439910.3390/educsci15040399High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society?Lena Hollenstein0Marius Vogt1Olivia Benz2Franziska Vogt3Institute of Early Childhood Education 0 to 8 Years, St.Gallen University of Teacher Education, 9000 St. Gallen, SwitzerlandInstitute of Early Childhood Education 0 to 8 Years, St.Gallen University of Teacher Education, 9000 St. Gallen, SwitzerlandInstitute of Early Childhood Education 0 to 8 Years, St.Gallen University of Teacher Education, 9000 St. Gallen, SwitzerlandInstitute of Early Childhood Education 0 to 8 Years, St.Gallen University of Teacher Education, 9000 St. Gallen, SwitzerlandAs digitalization and digital transformation shape developments in society, children’s competence and agency for digital transformation need to be fostered from an early age. Equitable digital education is of utmost importance. Teachers’ expectation behavior is relevant for providing equitable learning opportunities for all children. This study focuses on guided pretend play in digital education in kindergarten. This study examines whether high-expectation behavior of teachers is found in the behavior of kindergarten teachers during guided pretend play, and whether teacher expectation play behavior reveals different expectations for boys and girls. Video observations of guided pretend play in 15 kindergartens were analyzed using a qualitative cross-over design. While teachers interacted for equal durations with boys and girls during guided pretend play, significantly more incidents revealed teacher expectations toward girls than boys. Overall, high-expectation play behavior was less prevalent than low-expectation play behavior. In order to support further research and practice, an exploration of video sequences identified characteristics of teachers’ high-expectation behavior for guided pretend play, such as holding back or enabling children’s agency.https://www.mdpi.com/2227-7102/15/4/399agencydigital educationguided pretend playkindergartenpreprimary schoolteacher guidance |
| spellingShingle | Lena Hollenstein Marius Vogt Olivia Benz Franziska Vogt High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? Education Sciences agency digital education guided pretend play kindergarten preprimary school teacher guidance |
| title | High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? |
| title_full | High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? |
| title_fullStr | High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? |
| title_full_unstemmed | High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? |
| title_short | High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? |
| title_sort | high expectations during guided pretend play in kindergarten a promising way to enhance agency in a digitalized society |
| topic | agency digital education guided pretend play kindergarten preprimary school teacher guidance |
| url | https://www.mdpi.com/2227-7102/15/4/399 |
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