Bringing playful learning to South Korea: An alternative pedagogical approach to promote children's learning and success

Lee, Ji Young; Lee, Hyunji; Masters, Allyson Strmiska; Fletcher, Katelyn K.; Suh, Daniel D.; Golinkoff, Roberta Michnick; Hirsh‐Pasek, Kathy

doi:10.1016/j.ijedudev.2022.102710

Cited by 5 publications

(2 citation statements)

References 48 publications

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“…Other researchers have also presented playful learning models that utilize "how" children learn to support other skills needed for 21 st century success. Contextualizing innovative "what" and "how" learning models within value systems and discussing successful adaptations of playful learning (Lee et al, 2023). This is also supported by the opinion of other researchers that games can help students to acquire knowledge and develop their skills in game activities that involve participation in problem-solving tasks and challenge students with a sense of achievement (Liu et al, 2018).…”

Section: Discussionmentioning

confidence: 79%

The Implementation TPACK in Elementary School

Annida Lathifa Riandy Putri,

Winarno,

Tri Murwaningsih

2023

International j.of Elementary Education

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Industrial Revolution 4.0 requires teachers to master technology to be integrated into learning. This research aims to analyze the application of Technology, Pedagogy, and Content Knowledge (TPACK) in the post-online learning process. This research is classified as descriptive qualitative research using mixed methods with a sequential exploratory strategy. The subjects involved in this research were 20 class teachers. The data collection used in this research is data collection through interviews, observation, and documentation. The instrument used to collect data for this research is a questionnaire. The data obtained from this research will be analyzed using inductive model analysis techniques. The research results show that in implementing TPACK, many teachers, especially older ones, still need help operating technology well. Apart from that, teachers have yet to be able to utilize technology to create new representations. The teacher only provides learning content based on students' books and several examples from Google and YouTube. Therefore, teachers need to understand aspects of TPACK. This research implies that all stakeholders will be able to realize the importance of ICT because using learning media using technology aims to develop a curriculum in schools to improve the quality of education.

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Section: Discussionmentioning

confidence: 79%

The Implementation TPACK in Elementary School

Annida Lathifa Riandy Putri,

Winarno,

Tri Murwaningsih

2023

International j.of Elementary Education

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“…Through guided participation and internalization, children learn from others, which makes them more knowledgeable about their cultural contexts. In line with this perspective, fostering environments rich in social interaction becomes paramount, as it not only aligns with the principles of sociocultural theory but also directly addresses the fundamental role of social engagement in educational processes (De Felice et al, 2023;Lee et al, 2023;Leuwol et al, 2023;Mukhlasin, 2023;van Aswegen & Pendergast, 2023;Vygotsky, 1978). This challenges the Cartesian Dualism philosophical theory and underscores the importance of social engagement in learning and education (Mariani, 2023).…”

Section: Social Interaction In Learningmentioning

confidence: 94%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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