Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland

O’Sullivan, Lisha; Ring, Emer

doi:10.1080/21594937.2018.1532720

Cited by 12 publications

(11 citation statements)

References 36 publications

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“…The majority of homes are considered “digitally fluent” with members of the house owning and using devices in front of young children (Palaiologou, , p. 18). Consequently, providing imaginative technologies as props for children’s play allows them to re‐enact the cultural behaviors they witness in their everyday lives (Kingdon, ), and therefore, need to be provided in the settings which value play as the vehicle for learning (O’Sullivan & Ring, ). In early childhood, imaginative play spaces are set up to replicate cultural experiences; for example, home corners, doctor’s surgeries, hairdressers, and restaurants.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Digital technologies have become ubiquitous in society and are increasingly becoming more prevalent in early childhood settings. In early childhood, play is seen as the way children learn (O’Sullivan & Ring, ) and imaginative play spaces set up by educators, often reflect the cultural contexts on which they are based. Progressively, these spaces include imaginative technologies for children to re‐enact the behaviors they witness in their everyday lives (Kingdon, ).…”

Section: Introductionmentioning

confidence: 99%

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“You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies

Bird¹

2019

Brit J Educational Tech

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IntroductionDigital technologies have become ubiquitous in society and are increasingly becoming more prevalent in early childhood settings. In early childhood, play is seen as the way children learn (O'Sullivan & Ring, 2018) and imaginative play spaces set up by educators, often reflect the cultural contexts on which they are based. Progressively, these spaces include imaginative technologies for children to re-enact the behaviors they witness in their everyday lives (Kingdon, 2018). Imaginative technologies are those that no longer work, ex-display models or toy replicas of the real thing. Unfortunately, these devices and the type of play children enact with them, have not received much research attention. This paper explores children's engagement with imaginative technologies within two kindergartens and how adaptions are made by the children to ensure their play scenarios continue, regardless of the technologies provided. AbstractEarly childhood settings value play as the way young children learn and educators encourage children's re-enactment of cultural practices in the imaginative play spaces provided. From a cultural-historical perspective, children expect these imaginative play spaces to contain objects from their social contexts, but what happens when technologies are not provided? The aim of this study was to explore children's imaginative play involving working and imaginative technologies within two kindergartens (the year before formal schooling). Imaginative play spaces are designed to replicate social situations relevant to the cultural context in which they occur and as technologies increase in society, their proliferation is reflected within early childhood settings. Understanding the role that imaginative technologies can play in children's digital literacy learning is important for the early childhood field. Also, these devices are often absent from literature and overlooked in conversations about children's digital participation. The findings show how the children engaged with the imaginative technologies and raises questions around the influence of these technologies on children's imaginative play and their technological understandings. The findings have implications for educators' understandings of children's play with technologies and the objects they provide in an era where children's lives are increasingly immersed in technology.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies

Bird¹

2019

Brit J Educational Tech

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“…Thus, by including various play activities for children, children can maximize their potential in various aspects of their lives [29]. These playful learning approaches can also foster children's abilities for school readiness and further academic success [30]. Moreover, modern playgrounds in Indonesia often hold seasonal activities, class, or structured play to give children more opportunities to train their skills [31].…”

Section: Playground Activities For Children's Developmentmentioning

confidence: 99%

Adapting with Global Pandemic: Challenges and Recommendations for Playground Facilities

Ahmad¹,

Istighfari²

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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The ongoing Covid-19 pandemic has been affecting numerous business sectors globally. In Indonesia, millions of children stayed home while playgrounds were closed nationwide to prevent further spread of the virus. Past research explains the importance of playground visits for children's play and learning development, yet studies on ways to shift playground experiences and their benefits to online or other media are very rare. This paper will cover the advantages of playing in playgrounds through theoretical approach as well as offer several strategies to maintain this experience online during pandemic. Challenges, and different ways to solve them will also be discussed based on evidence of implementing those strategies by AEON Fantasy Indonesia, a Japan-based playground operator. Furthermore, not only for playground operators, recommendations featured in this study are also applicable for children, caregivers, and child development practitioners.

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“…Oyun temelli öğrenmenin, çocukların matematik becerilerinden sosyal ve dil gelişimine kadar olan katkıları uluslararası alan yazında da sıkça vurgulanmaktadır. Özellikle, oyun oynama zamanında çocukların sayı sayma, örüntü oluşturma ve uzamsal beceriler gibi pek çok matematik becerisini geliştirdiği gözlemlenmiştir (Scalise, Daubert, & Ramani, 2017;O'Sullivan, & Ring, 2018;Wolfgang, Stannard, & Jones, 2001). Bodrova ve Leong (2007), oyunun çocukların sosyal gelişimleri üzerine olan etkisine değinerek, oyun sırasında çocukların çatışma çözme becerilerini geliştirerek başkalarının düşüncelerine saygı duyma ve dinleme becerilerini geliştirdiklerini belirtmiştir.…”

Section: Introductionunclassified

Okul Öncesi Dönemdeki Çocukların Okuldaki Oyun Olanaklarının İncelenmesi

Tuğrul

Boz

Uludağ

et al. 2019

Trakya Eğitim Dergisi

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This study is a research in the general survey model and aims to investigate the play opportunities offered to preschool children according to the opinions of teachers. In the 2016-2017 academic year, the study group located in different geographical regions of Turkey, 460 preschool teachers who were working in the public preschools affiliated to the Ministry of Education. The research data were obtained through a questionnaire prepared by the researchers. Quantitative data of the study were analyzed by frequency and percentage calculations, and qualitative data were analyzed by descriptive analysis method. According to the findings of the research, it was determined that the teachers gave free play for one to two hours at the start of the day and the children mostly liked their plays with the materials from the natural / nature in the playground. It was found that teachers thought that the negative conditions of the park / garden areas in the school pose a risk to children; children experience various accidents when playing games in classroom / school, at the beginning of these cases were found falling down cases. In addition, it has been determined that parents and school administrators have various demands on the children's play, parents often want teachers to be taught to read and write by reducing their playing time at school. while school administrators do not want to play loud / noisy games at school. According to these results, it is suggested that more attention should be paid to the development of a national play policy and the importance of play in preschool period.

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Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland

Cited by 12 publications

References 36 publications

“You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies

“You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies

Adapting with Global Pandemic: Challenges and Recommendations for Playground Facilities

Okul Öncesi Dönemdeki Çocukların Okuldaki Oyun Olanaklarının İncelenmesi

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