A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play

Autor/inn/en	Pyle, Angela; Danniels, Erica
Titel	A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play
Quelle	In: Early Education and Development, 28 (2017) 3, S.274-289 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1220771
Schlagwörter	Play; Teaching Methods; Teacher Role; Kindergarten; Qualitative Research; Observation; Interviews; Teacher Attitudes; Foreign Countries; Coding; Preschool Teachers; Inquiry; Cooperation; Games; Canada + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Ausland; Codierung; Programmierung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Co-operation; Kooperation; Game; Spiele; Kanada
Abstract	Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodology, including observations and teacher interviews. Two different teacher profiles emerged: The 1st profile saw play and learning as separate constructs and reported challenges meeting academic demands using play-based learning. Their students primarily engaged in free play. The 2nd profile believed that play could support academic learning and that teachers fill an important role in play. Their students engaged in 5 different types of play, situated along a continuum from child directed to more teacher directed. Practice or Policy: The continuum of play-based learning provides a broader and more concrete definition of play-based learning to help teachers implement this pedagogical approach and to enhance the study of play-based learning in early years research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01