Play-Based Learning in Early Childhood Education

Moore, Deborah; Edwards, Susan; Cutter-Mackenzie, Amy; Boyd, Wendy

doi:10.1007/978-3-319-03740-0_2

Cited by 22 publications

(19 citation statements)

References 37 publications

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“…The operation of abstraction means that, in the process of acquiring knowledge and making concepts, the pupils, on an intellectual level, discard and remove irrelevant, less significant properties, and retain the core, essential, characteristic properties of objects or phenomena. After discarding irrelevant properties, through generalization, they "transfer" the retained prominent property on all objects that possess it and all objects with this property (Sutherland & Friedman, 2013;Cutter-Mackenzie et al, 2014). In the initial evaluation, the pupils mostly recognized, among the offered objects, those in the shape of a cylinder.…”

Section: Discussionmentioning

confidence: 99%

“…Studies of the phenomenon of play indicate its significance in terms of stimulating intrinsic motivation in the child, strengthening self-control, redirecting its attention and behaviour (Cutter-Mackenzie et al, 2014;Platz & Arellano 2011;Wood, 2013). In addition to this, play processes lead to the creation of new mental structures, through solving problem situations cognitive abilities are developed and perfected.…”

Section: Biljana Stojanović Radmila Milovanović Ivana ćIrković-milamentioning

confidence: 99%

“…Examination of the possibility to influence the development of cognitive abilities is the topic of numerous pedagogical and psychological studies. It has been determined that these possibilities are great, especially if the manner in which the mentioned abilities are influenced is adapted to the needs and interests of children, which change with age and types of activities that appeal to children (Thomas, Warren & de Vries, 2011;Cutter-Mackenzie, Edwards, Moore & Boyd, 2014).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Validation of the inclusive competences scale for educators (InComSEdu)

Štemberger¹,

Kiswarday²

2016

tner

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Section: Discussionmentioning

confidence: 99%

Section: Biljana Stojanović Radmila Milovanović Ivana ćIrković-milamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Validation of the inclusive competences scale for educators (InComSEdu)

Štemberger¹,

Kiswarday²

2016

tner

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Section: Biljana Stojanović Radmila Milovanović Ivana ćIrković-milamentioning

confidence: 99%

“…introduction examination of the possibility to influence the development of cognitive abilities is the topic of numerous pedagogical and psychological studies. It has been determined that these possibilities are great, especially if the manner in which the mentioned abilities are influenced is adapted to the needs and interests of children, which change with age and types of activities that appeal to children (Thomas, Warren & de Vries, 2011;Cutter-Mackenzie, edwards, Moore & Boyd, 2014).…”

mentioning

confidence: 99%

Encouraging the development of cognitive operations in early school age children by applying the system of didactic games

Stojanović¹,

Milovanovic²,

Ćirković-Miladinović³

2016

tner

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The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.

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Developing Play-responsive Didaktik – Mission Impossible?

Pramling

Wallerstedt

Lagerlöf

et al. 2019

International Perspectives on Early Childhood Education and Development

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Play lies at the heart of preschool pedagogy. It has been so since the advent of this institution, built on the ideas of scholars such as Friedrich Fröbel, Jean-Jacques Rousseau and John Dewey. The history of play in preschool, in the twenty-first century, could be described in terms of shifting perspectives (Cutter-Mackenzie, Edwards, Moore, & Boyd, 2014). These are interesting to consider as they create the backcloth for the aim of the research project reported in the present book. At the time when the first preschools were established, the value of play in childhood was ideologically stated as something essential. Rousseau launched the image of the innocent, naturally evolving child needing protection from adults to be able to play, interact with nature and in this way, be in the process of 'natural learning' (Cutter-Mackenzie et al., 2014; see also Loizou, 2017). This image has paved the way for the child-centeredness that still is a hallmark of preschool practice. Subsequently, Piaget, the preeminent and for a long time dominating developmental psychologist, further strengthened the view of children discovering the world through unassisted exploration and play. Developmental psychology became the "research evidence base for protecting children's opportunity to learn and develop through the provision of traditionally valued play-based experience" (Cutter-Mackenzie et al., 2014, p. 16). However, eventually critical voices started to problematize the 'what' of learning; children might learn through play, but what do they learn? In line with such discussions, adults' role in children's play has come to the fore as a debated issue, including whether the 'intervention' of adults in children's play are necessary to support 'appropriate learning' (and what is considered 'appropriate' and according to whom or what criteria), or whether such 'intervention' damage children's sense and development of agency. Today, Cutter-Mackenzie and colleagues (ibid.) argue, what dominates discussions about early childhood education is what they refer to as the post-developmental perspectives. These are characterised by an emphasis on social and cultural aspects on learning and human cognition, and also on the sociology of childhood. The interest in how and why play is used in preschool has increased, and, for example, how peer cultures take form among children (e.g., Corsaro, 2011). The work of the

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Play-Based Learning in Early Childhood Education

Cited by 22 publications

References 37 publications

Validation of the inclusive competences scale for educators (InComSEdu)

Validation of the inclusive competences scale for educators (InComSEdu)

Encouraging the development of cognitive operations in early school age children by applying the system of didactic games

Developing Play-responsive Didaktik – Mission Impossible?

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