A STUDY OF TRANSCENDENCE OF YOUNG CHILDREN DURING PLAY UNDER TEACHER-CHILD RELATIONSHIP

서지정보

ㆍ발행기관 : 환태평양유아교육연구학회 ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education
ㆍ저자명 : Dr.Anyamanee Boonsue

한국어 초록

Countless creative ideas are constructed while preschoolers play, and are oftenreflected in their expressions and performance. Various psychological developmentscan occur during such activities. Some worth mentioning are the transcendence in theirlogical-cognitive, social-cognitive, and intrapersonal-affective domains, each of which isinfluenced by the nature of the learning relationship between teachers and children. Themeaning of transcendence in this study is neither moral, ethical, nor religious. It isbiological, as expressed by Joseph Pearce as “the ability to rise above restriction,incapacity, or limitation”. The transcendence results in a newfound adaptive intuitivesensing that can be developed in both adult and children. The purpose of this qualitative research study, based on the grounded theoryresearch design, was to derive the indicators of transcendence from the key informantchildren between the ages of 4-6 years during authentic play in a natural settingself-initiated by the subjects. The environment was in a school context involving bothoutdoor and indoor play using Gordon Wells’ Modes of Meaning as a researchmethodology. Another goal was to find out what kinds of play patterns lead children totranscend. Furthermore, this research includes the study of the performance indicatorsof the key informant teachers using Robert Kegan’s Subject-Object Interview (SOI) tofind out how differences in the teachers’ orders of mind affected ways of transcendencein young preschoolers during their self-initiated play. This can be used to determine howteachers, in the Thai social context, should interact with the children to maximize transcendence.

영어 초록

Countless creative ideas are constructed while preschoolers play, and are often
reflected in their expressions and performance. Various psychological developments
can occur during such activities. Some worth mentioning are the transcendence in their
logical-cognitive, social-cognitive, and intrapersonal-affective domains, each of which is
influenced by the nature of the learning relationship between teachers and children. The
meaning of transcendence in this study is neither moral, ethical, nor religious. It is
biological, as expressed by Joseph Pearce as “the ability to rise above restriction,
incapacity, or limitation”. The transcendence results in a newfound adaptive intuitive
sensing that can be developed in both adult and children.
The purpose of this qualitative research study, based on the grounded theory
research design, was to derive the indicators of transcendence from the key informant
children between the ages of 4-6 years during authentic play in a natural setting
self-initiated by the subjects. The environment was in a school context involving both
outdoor and indoor play using Gordon Wells’ Modes of Meaning as a research
methodology. Another goal was to find out what kinds of play patterns lead children to
transcend. Furthermore, this research includes the study of the performance indicators
of the key informant teachers using Robert Kegan’s Subject-Object Interview (SOI) to
find out how differences in the teachers’ orders of mind affected ways of transcendence
in young preschoolers during their self-initiated play. This can be used to determine how
teachers, in the Thai social context, should interact with the children to maximize transcendence.

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