Foundations of Play Theory

Bergen, Doris

doi:10.4135/9781473907850.n2

Cited by 20 publications

(21 citation statements)

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“…Although there is a long-established agreement about the centrality of play in early childhood, conceptualizations and theories of play abound (Bennett, Wood, and Rogers 1997;Bergen 2014). Indeed, the vast scientific literature on play draws on multi-disciplinary perspectives and, rather than offering a universal definition, it bears witness to play's embedded conceptual diffusion and complexity (see e.g.…”

Section: Play-based Learning: Theoretical and Empirical Insightsmentioning

confidence: 99%

ECE teachers’ views on play-based learning: a systematic review

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

102

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In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances.

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Section: Play-based Learning: Theoretical and Empirical Insightsmentioning

confidence: 99%

ECE teachers’ views on play-based learning: a systematic review

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

102

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“…Information from parents' open-ended responses to questions concerning their child's activities across the year was used to create a profile of scores for each child. First, each child activity reported by the parent was categorized into one of eight major activity types derived from previous research on young children's play (Bergen, 1988; Saracho, 1995; Smilansky, 1968): topic-centered exploration, construction or mechanical activity, games with rules, physical activity and/or sports, literacy, art and/or music, fantasy, and sociodramatic activity (see Appendix). We calculated the percentage of activities within each of the types by dividing the number of reported activities aligned with that type by the total number of reported activities for the year.…”

Section: Methodsmentioning

confidence: 99%

Children's early interest-based activities in the home and subsequent information contributions and pursuits in kindergarten.

Neitzel

Alexander

Johnson

2008

Journal of Educational Psychology

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This study examined the early interests of 109 children and their subsequent information contributions and pursuits in kindergarten. Four groups of children with similar interests were identified on the basis of the children's profiles of activities in the home, tracked bimonthly for over a year. Activity patterns reflected conceptual, social, procedural, or creative interests. The role of early interests in understanding academic engagement was investigated, with gender, cognitive skill, and temperament statistically controlled. Observational data from throughout the school year revealed differences in the types of information that children contributed to discussions and pursued in class related to children's early interests. Findings enrich understanding of young children's academic behaviors and extend theoretical models of academic self-instruction behaviors such as information exchanges and pursuits in classrooms.

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“…Despite a common agreement about the relevance of play in early childhood, there is no universally accepted definition of play-based learning (Bennett et al, 1997;Bergen, 2014;Bubikova-Moan et al, 2019). Indeed, the stream of literature on play-based learning draws most attention to its conceptual diffusion and complexity, rather than offering a universal definition (see Bubikova-Moan et al, 2019;Sutton-Smith, 1997).…”

Section: Play-based Learningmentioning

confidence: 99%

Promoting children-nature relations through play-based learning in ecotourism sites

King

García-Rosell

Noakes

2020

Journal of Teaching in Travel & Tourism

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Ecotourism is viewed as a suitable context for disseminating knowledge about nature and promoting environmental values among tourists. However, few studies have drawn attention to the educational impact of ecotourism on young children. Moreover, environmental education in ecotourism tends to be framed by anthropocentric premises in which nature is viewed as detached from human domains and dependent on human protection. Considering this gap, this study aims to explore how play in ecotourism sites supports children to learn not only "about", but also "with" nature. To that end, we draw upon the theoretical concept of play-based learning and focus on ecotourism activities in Queensland, Australia. The empirical data consist of semistructured interviews with professionals in the fields of ecotourism, conservation and education. The study contributes to the field of ecotourism and the Anthropocene discussion by stressing the role of early childhood education in promoting a sound relationship between nature and humanity.

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Foundations of Play Theory

Cited by 20 publications

References 0 publications

ECE teachers’ views on play-based learning: a systematic review

ECE teachers’ views on play-based learning: a systematic review

Children's early interest-based activities in the home and subsequent information contributions and pursuits in kindergarten.

Promoting children-nature relations through play-based learning in ecotourism sites

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