Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood

Ciolan, Laura

doi:10.1016/j.sbspro.2013.04.096

Cited by 21 publications

(16 citation statements)

References 1 publication

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“…Play, well-being, learning and development are closely interwoven in childhood. Play as a child-driven activity with intrinsic value has no need for further legitimisation, but it is also central for educational processes, for instance, as a main "approach" or "pedagogy" in ECEC (Ciolan, 2013). Thus, play represents meaningful and mainly self-controlled activity that makes children agents in their own lives.…”

Section: Playmentioning

confidence: 99%

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2019)5 STARTING STRONG SURVEY 2018 CONCEPTUAL FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Section: Playmentioning

confidence: 99%

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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“…Most OECD countries have designed and implemented curricula in ECEC services, especially for ISCED 02 (see Box 1.2) (OECD, 2011 [15]). The relevance of adopting an explicit curriculum framework for the preschool years is increasingly accepted (Bertrand, 2007[17]) although there is still strong debate about what constitutes appropriate curricula and pedagogy for younger children (Chazan-Cohen et al, 2017 [18]; Sylva et al, 2016 [6]). This paper focusses predominantly on curricula for the preschool and early primary school years, giving only limited attention to curricula for children younger than 3 years.…”

Section: Box 12 International Standard Classification Of Education mentioning

confidence: 99%

Curriculum alignment and progression between early childhood education and care and primary school

2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 │ EDU/WKP(2019)1 CURRICULUM ALIGNMENT AND PROGRESSION BETWEEN ECEC AND PRIMARY SCHOOL … Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…Nowadays, teachers are encouraged to present interactive and challenging learning activities to stimulate children [4]. However, the reality sometimes is very far from the expectations, the competition to enter favorite primary school, began to obscure the perspective of early childhood learning.…”

Section: The Dilemma Of Reading Writing and Counting In Early Childhmentioning

confidence: 99%

“…Playing through real, live, and meaningful activities contributes to optimizing child development [4]. Playing is also beneficial for the cognitive, physical, social-emotional, and welfare development of children [5], and through play also children learn to solve problems, think, socialize, and mature [6].…”

Section: Introductionmentioning

confidence: 99%

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

Pertiwi¹,

Sujana²,

Pudyaningtyas³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Playing with children can optimize child development, provide life experience and is the fundamental right of children, however, pencil and paper have become a regular activity for children in this era. Although many studies have concluded that learning to read, write and count is not necessary for early childhood, there are many Early Childhood Education (ECE) still applying it. It happens because of a dilemma between the curriculum and the willingness of parents. This article is the result of qualitative descriptive research that discussed why it happened and how to overcome it. Data collected from ECEs in Karanganyar, Indonesia and Wat Donmuang School in Bangkok, Thailand. The results show that the desire to teach reading, writing and counting to children is not from the ECE, but from the parents who consider that the smart child is a child who can read, write and count. Beside it, several excellent primary schools require the prospective students able to read, write and count. The practical implication of this paper is to widen the perspective of ECE that they don't need academic achievement only but affection and maturation should be the foundation of education.

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Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood

Cited by 21 publications

References 1 publication

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Curriculum alignment and progression between early childhood education and care and primary school

The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study

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