Measuring Teacher Facilitation of Playful Learning. Research Note

Autor/inn/en	Frede, Ellen; Hodges, Kate
Institution	National Institute for Early Education Research (NIEER); Rutgers, The State University of New Jersey, Graduate School of Education; Universidad de los Andes (Colombia), Facultad de Educacion
Titel	Measuring Teacher Facilitation of Playful Learning. Research Note
Quelle	(2023), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Preschool Education; Play; Teaching Methods; Reggio Emilia Approach; Educational Philosophy; Classroom Observation Techniques; Teacher Student Relationship; Preschool Teachers; Preschool Children; Learning Activities; Individual Characteristics; Faculty Development; Outcomes of Education; Comparative Analysis; Colombia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Reggio-Pädagogik; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lernaktivität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernleistung; Schulerfolg; Kolumbien
Abstract	The research note discusses various classroom observation tools used in early childhood classrooms and the degree to which they capture the facilitation of playful learning. We note that while all tools capture some aspects of play facilitation especially the preconditions for play, few tools directly measure techniques that solely facilitate learning within play. We identified two tools that do measure these to a greater extent. However, the challenge remains in capturing the dynamic nature of teacher-child interactions during play throughout the day and even within the same play activity. We propose that time-sampling tools may provide detailed information on the frequency of facilitation techniques used across different activities and settings and how they relate to individual child characteristics and professional development experiences. This type of tool would also allow researchers to understand the differences in learning outcomes between play-based and non-play-based activities. [This report was created in partnership with aeioTu (Colombia). For the full report, "Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report," see ED628944. For "Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief," see ED628957.] (ERIC).
Anmerkungen	National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01