Play from Birth to Twelve and Beyond

Fromberg, Doris Pronin; Bergen, Doris

doi:10.4324/9781003249702

Cited by 14 publications

(8 citation statements)

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“…Gran parte de la investigación ha teorizado el juego desde un enfoque evolucionista (e.g., Bruce, 2005;Kennedy & Barblett, 2010;Moyles, 2005;Roopnarine, 2011;Wood & Attfield, 2005) que pone de relieve la forma natural del juego y lo define en función de las fases del desarrollo (e.g., Fromberg & Bergen, 2006). Este enfoque ilustra el modo en que el juego hace uso de las habilidades y capacidades desarrolladas en la primera infancia y unifica todo lo que el niño ha aprendido, experimentado y comprendido (Bruce, 2005).…”

Section: Discussionunclassified

“…Many of the research has theorized play from a developmental point of view (e.g., Bruce, 2005;Kennedy & Barblett, 2010;Moyles, 2005;Roopnarine, 2011;Wood & Attfield, 2005) that highlights a natural way of play and defines play in relation to stages of development (e.g., Fromberg & Bergen, 2006). This illustrates how play draws upon developed skills or abilities in early years and then brings together what children have already learned, experienced and understood (Bruce, 2005).…”

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confidence: 99%

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‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia)

Hao

2023

Culture and Education

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Theoretically and methodologically guided by the concept of perezhivanie as a unit of human consciousness, this study explores the changes of a child's consciousness on something, with a focus on instances of repetitiveness found during everyday family play. Two families from mainland China with three-year-old children participated in this study. A total of 56 hours and 40 minutes of visual data were collected through digital video observations and parent interviews. Findings from one family were reported here to better analyse the differences in a child's perezhivanie when he kept doing the same play. The child's re-living in play indicated the changes in his dramatic imaginative actions (defined as a child's perezhivanie and methodologically, which means the unit of the child's consciousness in play) wherein how the child continually reorganized his imaginary formations could be refracted. We argue that the changes of a child's perezhivanie around the same event are meaningful as foregrounding to better understand their refraction process. This contributes to further conceptualization and theorization of children's development of consciousness. RESUMENBajo un enfoque teórico y metodológico guiado por el concepto de perezhivanie como unidad de la conciencia humana, este estudio explora los cambios que experimenta la conciencia infantil sobre un objeto o evento, centrándonos en ejemplos de repetitividad observados durante el juego familiar cotidiano. En el estudio participaron dos familias de China continental con hijos de tres años. Se recabaron datos visuales durante un total de 56 horas y 40 minutos de grabaciones en vídeo y entrevistas parentales. En este artículo se detallan los resultados obtenidos de una de las familias para un mejor análisis de las diferencias en la perezhivanie del niño durante sus iteraciones en el juego. La recreación infantil durante el juego era indicativa de cambios en sus acciones ARTICLE HISTORY

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Section: Discussionunclassified

mentioning

confidence: 99%

‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia)

Hao

2023

Culture and Education

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“…As a conclusion, the play-based learning method is found to be very practical method to be used for children with special learning needs. The play-based learning method means that children learn while performing play activities (Fromberg & Berge, 2015). This method is a teaching method where children carry out play activities and at the same time, they process new information and skills as well as hone their abilities and skills (Isa, 2021).…”

Section: Discussionmentioning

confidence: 99%

Conceptualizing Play based Learning Method for Students with Special Learning Needs

Mohamed Norok,

Khairuddin

2023

IJARPED

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Effectiveness of teaching and learning depends on selection of the methods, strategies and activities carried out by teachers with students. Teaching and learning methods that can attract students will have a positive impact on students' achievement, especially students with special learning needs. This concept paper focuses on the context of the play-based learning method by discussing the definition and theory of this method for students with special learning needs. Through this discussion, it will provide an overview of the importance of using this method for students with special learning needs. The discussion on the importance of this method can be seen from the aspects of cognitive, language and communication proficiency as well as social skills of students with special learning needs. This concept paper can provide educators with the strategies used in play-based learning method for students with special learning needs. Indirectly, it also helps educators in diversifying teaching and learning methods in the classroom according to the suitability and level of their students.

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“…Before examining LtP, the notion of play should be discussed. Play, which is often opposite to work, is a type of social constructionist behavior that is informal, fun, and active (Fromberg and Bergen, 2012). Play is an essential part of human culture and has evolved as a safe and fun way for young children (and some animals) to learn about themselves and their environments (Yogman et al, 2018).…”

Section: Ltpmentioning

confidence: 99%

Exploring the role of learning through play in promoting multimodal learning among children: a pilot study in Chinese first-tier cities

Zhang

Zhao

et al. 2023

Front. Psychol.

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Play is an effective approach to engaging children in learning as an alternative to traditional lecturing. The Learning through Play (LtP) approach involves various modes of learning participation, including multi-sensory participation, interpersonal interaction, and hands-on operation, which can effectively motivate children to learn. This study implemented an LtP pilot survey in several first-tier cities of China, which included questionnaires and interviews. The results present the basic ecology of LtP in China, LtP effects on children's multimodal learning. We found that LtP has gained great popularity, both conceptually and practically, in China. LtP stakeholders recognize the behavioral, cognitive, and affective effectiveness of LtP for children's learning. The factors influencing the effectiveness of LtP include its structural weaknesses, the subjects involved, the environment, and culture. This study provides a reference for promoting the theory and practice of children's multimodal learning with a playful approach.

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Play from Birth to Twelve and Beyond

Cited by 14 publications

References 0 publications

Conceptualizing Play based Learning Method for Students with Special Learning Needs

Exploring the role of learning through play in promoting multimodal learning among children: a pilot study in Chinese first-tier cities

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