Valuable and Unessential: The Paradox of Preservice Teachers' Beliefs About the Role of Play in Learning

Sherwood, Sara A. S.; Reifel, Stuart

doi:10.1080/02568543.2013.795507

Cited by 18 publications

(12 citation statements)

References 31 publications

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“…Understanding this, researchers have explored teachers' uses of play, the role they assume within the play, and their understanding of how their involvement affects students' learning (e.g. Pyle and Bigelow 2015;Sherwood and Reifel 2013). While many kindergarten teachers support the use of play-based learning, how this play is implemented lacks consistency and clarity.…”

Section: Differences In the Enactment Of Play-based Learningmentioning

confidence: 98%

Conceptualising play-based learning from kindergarten teachers’ perspectives

Fesseha

Pyle

2016

International Journal of Early Years Education

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This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants' definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of playbased learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills. ARTICLE HISTORY

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Section: Differences In the Enactment Of Play-based Learningmentioning

confidence: 98%

Conceptualising play-based learning from kindergarten teachers’ perspectives

Fesseha

Pyle

2016

International Journal of Early Years Education

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“…The teachers' beliefs and practice reflected the long tradition of constructivism theory and play-based pedagogy in early childhood education in the United States [15]. Piaget and Vygotsky are the most mentioned foundational figures of constructivism in the early childhood education field.…”

Section: Discussionmentioning

confidence: 99%

“…Play has a long history of central role in early childhood education in Western countries, such as United States [15]. Play is viewed as an important vehicle for developing children's self-regulation as well as social, language, and cognitive development [16].…”

Section: Children Learn Through Playmentioning

confidence: 99%

Understanding American Preschool Teachers’ Teaching Beliefs About Literacy Instruction

Zou¹

2017

dtssehs

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Abstract. The theory of "early literacy" or "emergent literacy" supports the practice of developing young children's early literacy skills in preschool period. This study took one preschool teachers from a city in California, US, as a single case to discuss her teaching beliefs and practices regarding literacy instruction. It revealed that teachers believed it's necessary to develop children's early literacy in preschool, early literacy is not limited to sounds and letters, children learn best through play and teachers act as guiders and supporters of children in their learning of early literacy skills.

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“…Reform policies and legislations in the US like No Child Left Behind (2001) emphasized more on standardization and assessment of math and reading skills, and moved "away from child-centered play approaches" [21].…”

Section: Dichotomy Of Play and Learning Reflected In Different Reformmentioning

confidence: 99%

“…The general tendency is to be more centralized, emphasizing more on basic academic skills [15,20,21]. Though most reform policies aim at K-12 education, preschool education is also influenced by the same trend, since quality early childhood education is believed to be the starting point to better prepare young children ready for school [25].…”

Section: Dichotomy Of Play and Learning Reflected In Different Reformmentioning

confidence: 99%

Teacher-Guided Play: Implications for Chinese Early Childhood Education in the Context of Curriculum Reform

Zou¹

2017

dtssehs

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Abstract:The construct of play is more and more emphasized in preschool practice in China in recent years in the context of early childhood education reform. However, the conflict between emphasis on free play by the reform efforts and traditional value on academic learning through hard work makes the implementation of play-based pedagogy in Chinese preschools problematic. This paper discusses the tension between play and learning reflected in educational reform efforts and argues that different types of play have positive effects on learning, including learning of academic skills. Compared with free play emphasized in Shanghai-China preschool curriculum, the author proposes that teacher-guided play is more appropriate for Chinese context and should be conducted more as a balance between direct instruction and free play in Chinese early childhood education.

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Valuable and Unessential: The Paradox of Preservice Teachers' Beliefs About the Role of Play in Learning

Cited by 18 publications

References 31 publications

Conceptualising play-based learning from kindergarten teachers’ perspectives

Conceptualising play-based learning from kindergarten teachers’ perspectives

Understanding American Preschool Teachers’ Teaching Beliefs About Literacy Instruction

Teacher-Guided Play: Implications for Chinese Early Childhood Education in the Context of Curriculum Reform

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