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<p>Integrating diverse theoretical perspectives on play in child psychology, this article presents a qualitative study of two Chinese Australian children’s play during their transitions to school. Data were collected through multiple visits to the children’s homes, kindergarten, and school, totalling 122&#xa0;h of observational data and 18&#xa0;h of interview data. The analysis reveals that one child became an “accepted player” while the other became a “violent player”, influenced by differing family dynamics and individual subjectivities. The findings suggest that maintaining pedagogical discontinuities within an “optimal range”, rather than eliminating them, may support children’s development. This study addresses a gap in the literature on the complexities of children’s play and provides insights for improving transition practices.</p>

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Why did Koby become an ‘accepted player’ but Colin become a ‘violent player’? A qualitative study of children’s play during the transition to school

  • 期刊论文

  • 发表日期：

    2025年3月14日

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  • Junqian Ma

摘要

Integrating diverse theoretical perspectives on play in child psychology, this article presents a qualitative study of two Chinese Australian children’s play during their transitions to school. Data were collected through multiple visits to the children’s homes, kindergarten, and school, totalling 122 h of observational data and 18 h of interview data. The analysis reveals that one child became an “accepted player” while the other became a “violent player”, influenced by differing family dynamics and individual subjectivities. The findings suggest that maintaining pedagogical discontinuities within an “optimal range”, rather than eliminating them, may support children’s development. This study addresses a gap in the literature on the complexities of children’s play and provides insights for improving transition practices.