High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society?
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Hollenstein, L., Vogt, M., Benz, O., & Vogt, F. (2025). High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society? Education Sciences, 15(4), 399. https://doi.org/10.3390/educsci15040399
Author(s)
External DOI
PHSG Organisation name
License Condition
CC BY 4.0 (International)
Proforis OA-status
Gold OA
OA-Acknowledgement
This OA publication was made possible by the Open Access Publication Fund of the St.Gallen University of Teacher Education (PHSG).
Topic PHSG
Spiel
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Abstract
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.
PHSG Organisation name
Version
Published Version
Access Rights
Open Access
License Condition
CC BY 4.0 (International)
Rights Holder
Author(s)