Why Play Equals Learning: Comparison as a Learning Mechanism in Play

Autor/in	Christie, Stella
Titel	Why Play Equals Learning: Comparison as a Learning Mechanism in Play
Quelle	In: Infant and Child Development, 31 (2022) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christie, Stella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2285
Schlagwörter	Play; Child Development; Learning Processes; Correlation; Evidence; Comparative Analysis; Educational Benefits; Role + Suchen Sie Ihr Suchwort? Spiel; Kindesentwicklung; Learning process; Lernprozess; Korrelation; Evidenz; Bildungsertrag; Rollen
Abstract	Play is an essential component of childhood, but parents and educators sometimes view it as an optional add-on, which gets in the way of learning. This view persists in spite of evidence that play is helpful and sometimes critical to learning in multiple domains, perhaps because precise mechanisms whereby play occasions learning are not well understood. Here, I propose a new research perspective on playful learning, which might fill this gap, and solidify our understanding of both play and learning: a focus on comparison and structural alignment. Comparison (and structural alignment, which highlights useful comparisons) is a well-studied learning mechanism, and it occurs often during free and guided play. Do we learn through play because we compare during play? I briefly summarize the learning benefits of comparison and sketch the ways in which play may trigger comparison. I then list several concrete research questions, through which we may inspect the role of comparison in mediating between play and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01