Purposeful Play during Learning Centre Time: From Curriculum to Practice

Autor/inn/en	Bautista, Alfredo; Habib, Malikka; Eng, Anthony; Bull, Rebecca
Titel	Purposeful Play during Learning Centre Time: From Curriculum to Practice
Quelle	In: Journal of Curriculum Studies, 51 (2019) 5, S.715-736 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bautista, Alfredo) ORCID (Habib, Malikka) ORCID (Eng, Anthony) ORCID (Bull, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1611928
Schlagwörter	Play; Kindergarten; National Curriculum; Learning Centers (Classroom); Instructional Effectiveness; Foreign Countries; Neoliberalism; Preschool Teachers; Educational Quality; Teacher Role; Teacher Student Relationship; Preschool Children; Time Management; Personal Autonomy; Learning Activities; Singapore + Suchen Sie Ihr Suchwort? Spiel; Unterrichtsdifferenzierung; Unterrichtserfolg; Ausland; Neo-liberalism; Neoliberalismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Zeitmanagement; Individuelle Autonomie; Lernaktivität; Singapur
Abstract	This article explores the correspondence between the vision of play articulated in Singapore's national kindergarten curriculum framework and the play-related pedagogies enacted by teachers on the ground, particularly during Learning Centre Time (LCT). Influenced by neo-liberal ways of thinking, the curriculum states that "purposeful play" is a medium to achieve intended learning outcomes. The study is part of a longitudinal project where 108 Kindergarten 1 classrooms were videotaped during a full 'typical day' (3-4 h). While learning centres were set up in all classrooms, only 36 LCT episodes were identified. Certain learning centre types (literacy, arts) were more common than others (numeracy, science), and time spent by teachers in the different centres varied widely. Children were allowed limited freedom of choice while playing in learning centres, and some were even required to complete assignments. While teachers tended to adopt facilitative roles, quality of instructional support provided to children was low. We conclude that pedagogical practices during LCT in the observed classrooms do not adequately reflect the curriculum's vision of purposeful play. This theory/practice gap might be due to curriculum expectations, teacher-related factors (beliefs, lack of preparation) and parental pressures. Implications, limitations and lines for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01