Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief

Autor/inn/en	Maldonado, Carolina; Nores, Milagros; Sanchez, M. Juliana; Escallon, Eduardo; Frede, Ellen
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	Play Related Beliefs and Practices in Colombia: Implications for Policy & Practice. Policy Brief
Quelle	(2023), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Play; Child Development; Personal Autonomy; Preschool Teachers; Teacher Attitudes; Reggio Emilia Approach; Preschool Education; Educational Philosophy; Teacher Role; Learning Activities; Preferences; Decision Making; Foreign Countries; Learning Processes; Educational Policy; Colombia + Suchen Sie Ihr Suchwort? Spiel; Kindesentwicklung; Individuelle Autonomie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Reggio-Pädagogik; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Lernaktivität; Decision-making; Entscheidungsfindung; Ausland; Learning process; Lernprozess; Politics of education; Bildungspolitik; Kolumbien
Abstract	Playing is crucial for children's growth and learning, and it is essential to understand and improve the role of educators in facilitating learning through play. This study aimed to investigate the beliefs of early childhood educators in Colombia's aeioTU program about play, which is based on the Reggio Emilia philosophy and focuses on art, projects, exploration, and play. The study revealed that educators perceive play as a fun, social, and interactive activity that allows children to participate actively and exercise agency. They also emphasized the spontaneous and voluntary nature of play, which is closely linked to the exploration processes in the aeioTU educational model. Most educators reported that they set the materials and space for play, guided children when they needed help, or directed activities such as games. The findings suggests that educators see their role at the two extremes of the play facilitator spectrum. Although the aeioTU curriculum recognizes play as a free and unstructured activity in which children have complete freedom to make decisions, the teachers' report suggests a preference for more structured and directed approaches that limit children's agency. The findings provide valuable insights into the educators' practices and can guide decision-making and teacher training efforts in this area. In addition, the findings provide an opportunity to how play is situated in policy. [For the full report, "Paths to Play Competency (P2P): Teachers' Experiences and Their Professional Development. Final Report," see ED628944. For "Measuring Teacher Facilitation of Playful Learning. Research Note," see ED628956.] (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