Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context

Anamika Devi; Marilyn Fleer; Liang Li

doi:10.5040/9781350021488.ch-010

Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Original language	English
Title of host publication	Children’s Transitions in Everyday Life and Institutions
Editors	Mariane Hedegaard, Marilyn Fleer
Place of Publication	London UK
Publisher	Bloomsbury Academic
Chapter	10
Pages	207-226
Number of pages	20
Edition	1st
ISBN (Electronic)	9781350021471, 9781350021464
ISBN (Print)	9781350021457, 9781350175198
DOIs	https://doi.org/10.5040/9781350021488.ch-010
Publication status	Published - 2019

Publication series

Name	Transitions in Childhood and Youth
Publisher	Bloomsbury

Access to Document

10.5040/9781350021488.ch-010

1 Edited Book

Children's Transitions in Everyday Life and Institutions
Hedegaard, M. (ed.) & Fleer, M. (ed.), 2019, 1st ed. London UK: Bloomsbury Academic. 272 p. (Transitions in childhood and youth)
Research output: Book/Report › Edited Book › peer-review

Cite this

Devi, A., Fleer, M., & Li, L. (2019). Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context. In M. Hedegaard, & M. Fleer (Eds.), Children’s Transitions in Everyday Life and Institutions (1st ed., pp. 207-226). (Transitions in Childhood and Youth). Bloomsbury Academic. https://doi.org/10.5040/9781350021488.ch-010

Devi, Anamika ; Fleer, Marilyn ; Li, Liang. / Transition between child-initiated imaginative play and teacher-initiated activity : an analysis of children’s motives and teachers’ pedagogical demands in a preschool context. Children’s Transitions in Everyday Life and Institutions. editor / Mariane Hedegaard ; Marilyn Fleer. 1st. ed. London UK : Bloomsbury Academic, 2019. pp. 207-226 (Transitions in Childhood and Youth).

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author = "Anamika Devi and Marilyn Fleer and Liang Li",

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Devi, A, Fleer, M & Li, L 2019, Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context. in M Hedegaard & M Fleer (eds), Children’s Transitions in Everyday Life and Institutions. 1st edn, Transitions in Childhood and Youth, Bloomsbury Academic, London UK, pp. 207-226. https://doi.org/10.5040/9781350021488.ch-010

Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context. / Devi, Anamika; Fleer, Marilyn ; Li, Liang.
Children’s Transitions in Everyday Life and Institutions. ed. / Mariane Hedegaard; Marilyn Fleer. 1st. ed. London UK: Bloomsbury Academic, 2019. p. 207-226 (Transitions in Childhood and Youth).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

TY - CHAP

T1 - Transition between child-initiated imaginative play and teacher-initiated activity

T2 - an analysis of children’s motives and teachers’ pedagogical demands in a preschool context

AU - Devi, Anamika

AU - Fleer, Marilyn

AU - Li, Liang

PY - 2019

Y1 - 2019

U2 - 10.5040/9781350021488.ch-010

DO - 10.5040/9781350021488.ch-010

M3 - Chapter (Book)

SN - 9781350021457

SN - 9781350175198

T3 - Transitions in Childhood and Youth

SP - 207

EP - 226

BT - Children’s Transitions in Everyday Life and Institutions

A2 - Hedegaard, Mariane

A2 - Fleer, Marilyn

PB - Bloomsbury Academic

CY - London UK

ER -

Devi A, Fleer M , Li L. Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context. In Hedegaard M, Fleer M, editors, Children’s Transitions in Everyday Life and Institutions. 1st ed. London UK: Bloomsbury Academic. 2019. p. 207-226. (Transitions in Childhood and Youth). doi: 10.5040/9781350021488.ch-010

Transition between child-initiated imaginative play and teacher-initiated activity: an analysis of children’s motives and teachers’ pedagogical demands in a preschool context

Publication series

Access to Document

Research output

Children's Transitions in Everyday Life and Institutions

Cite this