Intentional or Incidental? Learning through Play According to Australian Educators' Perspectives

Autor/in	Colliver, Yeshe
Titel	Intentional or Incidental? Learning through Play According to Australian Educators' Perspectives
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 2, S.182-199 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colliver, Yeshe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1661976
Schlagwörter	Play; Learning Processes; Preschool Children; Case Studies; Student Attitudes; Teaching Methods; Preschool Education; Outcomes of Education; Teacher Attitudes; Intentional Learning; Foreign Countries; Faculty Development; Australia + Suchen Sie Ihr Suchwort? Spiel; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Lehrerverhalten; Intentionales Lernen; Ausland; Australien
Abstract	Recent early childhood education and care (ECEC) reforms across the globe are placing greater emphasis on the intentionality of educators' pedagogy. In Australia, a National Quality Agenda (NQA) has significantly reformed ECEC through the country's first national learning framework, which demands educators take a more intentional (active) role in teaching a play-based curriculum. Because educators' capacity to confront these challenges will be reflected in their perspectives, a case study of educators' perspectives on learning through play was conducted shortly after the new framework's introduction to the field. A cultural-historical framing provided a contextualised, deductive analysis of educators' practices and values. Findings indicated educators believe children's learning from their play was associated with educators' passive rather than active practices. Rather than intentional, it seemed to be merely "coincidental" that child-chosen play resulted in learning of curriculum content. Consistent with other countries where educators appear torn between curricular demands for adult-driven outcomes and a pedagogy of play, findings indicate educators were adept at justifying child-determined learning in relation to adult-determined curricular demands. However, the findings pinpoint exactly where and how educators lacked support to actively engage with and extend child-initiated play for learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01