Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom

Taylor, Meaghan Elizabeth; Boyer, Wanda

doi:10.1007/s10643-019-00989-7

Cited by 79 publications

(61 citation statements)

References 14 publications

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“…These findings confirm research regarding best practices for our young children. Combining these findings with earlier research such as that of Bailey (2001) and Taylor and Boyer (2020), we as a…”

Section: Discussionsupporting

confidence: 70%

“…Finding an appropriate answer may be as much about the school day structure as it is about the contextualizing of the lessons for the child (Chaille, 2008). Taylor and Boyer (2020) highlighted, With a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom (p. 128).…”

Section: Introductionmentioning

confidence: 99%

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Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

White¹,

Martin

McDonald

2021

JECS

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This paper explored the perceptions of principals and teachers concerning the role of play in early childhood programs during an ethos of high strakes accountability. All early childhood participants identified play as a learning tool, but noted it was being eliminated from the curriculum due to high stake accountability. Viewed differently between administrators and early childhood educators was the purpose of play. Revealed were implications for administrators, teachers, and policymakers. The implications for this research and practice include that both administration and early childhood teachers must understand the value of play and implement play within the school day.

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Section: Discussionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

White¹,

Martin

McDonald

2021

JECS

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“…Educators often prepared learning resources on an online learning platform (OLP) and required children to access the digital resources appropriate for their learning content. Taylor and Boyer (2020) showed how EC teachers uploaded and shared learning resources, such as pictures, videos and shareable links, to online platforms before or after each online lesson. Then, children accessed and used the resources and then shared and commented on their experiences by asking questions and providing explanations on the platforms.…”

Section: Introductionmentioning

confidence: 99%

Technology integration for young children during COVID‐19: Towards future online teaching

Chiu

Leung

et al. 2021

Brit J Educational Tech

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To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis . More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notes What is already known about technology integration for young children during COVID‐19 COVID‐19 led to the closure of many schools, requiring teachers to teach online. Barriers to integrating technologies in preschool settings existed before the pandemic. Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic. What this paper adds This paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction. Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19. During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect onlin...

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“…The TRIZ (theory of the resolution of invention-related tasks) tasks were deployed for the development of creative thinking with the goal of overcoming stereotypes of thinking, development of creative imagination, the ability to identify contradictions, find several solutions to resolve problem situations [14]. Sketches and games for the reproduction of various emotional states, the development of friendly relationships, and overcoming communication barriers were used as a part of fulfilling the objectives of the cognitive block of the program [15]. During the lessons, special emphasis was put on familiarizing children with the examples of adequate expression of their emotional state, positive or negative feelings, teaching the ways of reacting to various emotions of loved ones or peers (for example, reaction to anger, resentment, disgust), acquiring the experience of regulating their behavior in correspondence with the communicative situation, among other things, through the means of children's subculture (counting rhymes, reconciliation rhymes, answers to name-calling, etc.)…”

Section: Methodsmentioning

confidence: 99%

The Development of Leadership Qualities In 6-7-Year-Old Children in The Process of Joint Activities

et al. 2020

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The article presents the description of an empirical study testing the effectiveness of a program for the development of leadership qualities in 6-7-year-old children in the process of joint activities titled “Everyone can become a leader!”. The structure of the program comprises three blocks: block 1 (cognitive) – “What is leadership and what a leader should be like”, objectives: the formation of children’s knowledge of about leadership, the qualities of a leader, the development of their creative thinking; block 2 (communicative) – “Learning to understand each other and communicate”, objectives: overcoming communication barriers, the development of children’s emotional sphere and communication skills; block 3 (behavioral) – “Learning to organize and manage”, objectives: the formation of children’s skills of organization and management of joint activities with peers. The main method of the study is a pedagogical experiment comprising the forming, the confirmatory, and the control experiment stages. The results of primary diagnostics conducted prior to the beginning of children’s lessons as a part of the program indicate the lack of differences between the experimental and control groups by the level of leadership qualities development. The analysis of the results of secondary diagnostics conducted at the end of the forming experiment stage demonstrated that children’s level of leadership qualities development in the experimental group exceeded the one in the control group. The authors can, therefore, conclude on the positive effect of the program on the development of leadership qualities in 6-7-year-old children and the opportunity of using the program in the educational process of preschool institutions.

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Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom

Cited by 79 publications

References 14 publications

Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

Technology integration for young children during COVID‐19: Towards future online teaching

The Development of Leadership Qualities In 6-7-Year-Old Children in The Process of Joint Activities

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