Free play in early childhood education: a phenomenological study

Aras, Selda

doi:10.1080/03004430.2015.1083558

Cited by 67 publications

(56 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, administrative duties related to policy imperatives, such as filling out various forms for the authorities, are reported to stand in the way of engaging in play pedagogies in a way that would match teachers' own ambitions and aspirations. As one teacher in Aras' (2016Aras' ( , 1179) study from the Turkish context remarks in relation to this: 'It is a miracle for my students if I play with them'.…”

Section: Policy Mandates and Curricular Concernsmentioning

confidence: 99%

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

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

101

View full text Add to dashboard Cite

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.

show abstract

Section: Policy Mandates and Curricular Concernsmentioning

confidence: 99%

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

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

101

View full text Add to dashboard Cite

show abstract

“…2008play is a free action "free play", where children may choose tools, toys, place and even play mates and thus have full influence in their own and peers actions. This is possible through certain practical rules taking in place in the operational culture in preschools (Aras, 2016;Broström, 2013;Kalliala, 2012). The researchers of early education practices have found controversial issues about play as free action of children.…”

Section: Finnish Context and Early Years Learning Frameworkmentioning

confidence: 99%

“…2014;Bae, 2009). Aras (2016) has stated that play is seen a less valuable activitiy that children can involve themselves while teachers are preparing the class for more important learning activities. In these studies teachers participated in play only when children had disagreements they could not solve themselves (Aras, 2016).…”

Section: Finnish Context and Early Years Learning Frameworkmentioning

confidence: 99%

“…Aras (2016) has stated that play is seen a less valuable activitiy that children can involve themselves while teachers are preparing the class for more important learning activities. In these studies teachers participated in play only when children had disagreements they could not solve themselves (Aras, 2016). Also Kangas and Brotherus (2017) have shown that when teachers need to intervene children's self-initiated play, they often cancelled it.…”

Section: Finnish Context and Early Years Learning Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

“After Lunch We Offer Quiet Time and Meditation”: Early Learning Environments in Australia and Finland Through the Lenses of Educators

Harju-Luukkainen

Garvis

Kangas³

2019

Critical Cultural Studies of Childhood

View full text Add to dashboard Cite

Modern societies organize ECEC services from their own cultural, social and political contexts, which is also reflected in the steering documents of the country and further in the work of teachers. In many of the countries children's access to preschool has broadened and the benefits of high quality ECEC have been recognized (Garvis, Phillipson & Harju-Luukkainen, 2018). In Australia and Finland, concepts of play based learning, child initiated play or free play have been highlighted as founding pillars of the early learning environments. In this paper we take a closer look at ECEC environments in Australia and Finland through the lenses of 26 educators. They described in an online questionnaire children's daily activities as well as indicated the amount of free play related to these activities. The research questions are answered with the help of content analysis and descriptive statistics.

show abstract

“…Furthermore, it has been shown that children's initiatives are sometimes considered less important than adults in educational context (Aras 2016;Leinonen & al. 2014;Straughan 1978).…”

Section: The Pedagogical Concerns Of Interactions In the Classroommentioning

confidence: 99%

Children’s Initiatives in the Finnish Early Childhood Education Context

Kangas¹,

Lastikka²

2019

Nordic Families, Children and Early Childhood Education

View full text Add to dashboard Cite

Pedagogical practices in early childhood education, which embrace children's initiatives and agency, have been found to have an effect on children's learning and competence skills. These initiatives can be seen crucial for children's wellbeing and self-motivation; however, children's initiatives are sometimes considered only wants, and children incapable to express meaningful initiatives in educational settings. In this paper we introduce children's initiatives in their educational society and examine the gap between children's experiences and teachers' observations. Children' initiatives exist in many different occasions with the daily practices and through the processes that nourish motivation and create meaning-making through actions, it is essential to focus on children's participation aiming to promote children's agency and motivation

show abstract

Free play in early childhood education: a phenomenological study

Cited by 67 publications

References 11 publications

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

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

“After Lunch We Offer Quiet Time and Meditation”: Early Learning Environments in Australia and Finland Through the Lenses of Educators

Children’s Initiatives in the Finnish Early Childhood Education Context

Contact Info

Product

Resources

About