PRESCHOOL TEACHERS’ SUPPORT FOR THE CO-CONSTRUCTION OF CHILDREN’S PLAY
PRESCHOOL TEACHERS’ SUPPORT FOR THE CO-CONSTRUCTION OF CHILDREN’S PLAY

Summary/Abstract: This paper is grounded in socio-cultural theory as a theoretical approach to understanding children’s play, while teachers’ ways of supporting play are explored from the perspective of the Years of Ascent curriculum framework, the current national preschool curriculum in Serbia. The aim of the study was to examine the ways in which practitioners understand their role in supporting the co-construction of open-ended, extended, and guided play. The research was designed within an interpretative methodological framework, combining quantitative and qualitative procedures. The sample consisted of 103 preschool teachers and nurse-teachers from Belgrade and Novi Sad. The findings indicate that practitioners highly evaluate their own support for children’s play, while open-ended and extended play are most frequently supported through the provision of materials and spatial conditions for play. Forms of support involving more direct participation of adults as co-players and co-constructors are less represented. Guided play is most commonly supported through dialogue with children about play. As the main difficulties in supporting the co-construction of children’s play, participants identified the lack of unstructured and semi-structured materials that support play construction, as well as the number of children in groups exceeding the prescribed standards. According to the participants, professional development focused on supporting children’s play, along with systemic support in equipping preschool spaces with inspiring play materials, represent the main ways of overcoming the previously identified challenges.

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