Examining literacy development holistically using the Play and Learn through the Arts (PLA) programme: a case study

Theodotou, Evgenia

doi:10.1080/03004430.2017.1326914

Cited by 9 publications

(7 citation statements)

References 22 publications

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“…The literature review shows that there is a need for more research that examines children's involvement during school activities, especially in the early years, using an interdisciplinary approach with the arts. This argument and the findings of small-scale pieces of research with such a focus (see Theodotou 2017aTheodotou , 2017bTheodotou , 2017cTheodotou , 2015 were the motivating factors for this piece of research. The purpose of this paper is to investigate the effects of 'Play and Learn through the Arts' (PLA) program on children's involvement during literacy activities.…”

Section: Purposementioning

confidence: 99%

Using different art forms to investigate the impact on children’s involvement in literacy activities

Theodotou

2018

Education 3-13

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Using different art forms to investigate the impact on children's involvement in literacy activities Much of the research into factors that affect children's school performance has focused on parental involvement rather than the nature of children's activities undertaken in school. More research is therefore needed to examine the kinds of activities that affect performance and, in particular, whether the degree of involvement children experience in those activities can affect school performance. Children in free play often choose to be involved in arts activities so the arts could be considered as a promising approach. The purpose of this paper is to investigate the effects of 'Play and Learn through the Arts' program on children's involvement during literacy activities in five-six-year-old children. It was examined if the arts in general or a specific art form could contribute more to children's involvement in literacy activities. Children from four different settings participated in this study. To measure the outcome of the intervention the LIS-YC was used and items such as children's concentration, persistence and precision were measured. The findings were analyzed using a mixed method approach and showed significant benefits in all the items in children's levels of involvement in the arts group over the control group and no difference in effects among the different art forms.

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Section: Purposementioning

confidence: 99%

Using different art forms to investigate the impact on children’s involvement in literacy activities

Theodotou

2018

Education 3-13

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“…The evidence, although limited, has demonstrably shown increased school learning outcomes (Maher & Smith, 2017;Wainwright et al, 2020). The following are examples of the play pedagogy: mathematical achievement from block play in Italy (Pirrone et al, 2018); literacy outcomes through arts play in Greece (Theodotou, 2019); potential for increased oral language of Indigenous children in Canada (Peterson et al, 2018); positive potential of drama on science achievement in Sweden (Walan & Enochsson, 2019); and a combination of child-led and teacher-guided play improving knowledge of science concepts in Australia (Sliogeris & Almeida, 2019). Overwhelmingly, studies discuss the value of a pedagogy of play for schools that goes beyond school achievement and towards the wellbeing of students (O'Connor, 2017).…”

Section: How To Use This Policymentioning

confidence: 99%

Building Better Schools with Evidence-based Policy

Allen

Oades

2021

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Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.This book is relevant to every person who works in a schoolworldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

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“…It is not a commercialized programme, hence there is no obligation for a financial expenditure to third parties. Following that publication, PLA has also been used in small-scale studies to support children's literacy, social and personal skills (Theodotou, 2019(Theodotou, , 2017b. Recently, it was also used in a bigger research project to measure children's involvement comparing different art forms over a control group (Theodotou, 2018).…”

Section: The 'Play and Learn Through The Arts' (Pla) Programmementioning

confidence: 99%

An empirical study comparing different art forms to develop social and personal skills in early years education

Theodotou

2019

Education 3-13

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in the research area of "Literacy skills in the early years settings". She has more than 10 years of professional experience as a head teacher in the Early Years Settings and more than 9 years in Higher Education as a Lecturer/Visiting Lecturer in Early Childhood Studies. She has been for 4 years the Program Leader in Education Department in Metropolitan College. Her research activity is focused on literacy, the arts, creativity and technology enhanced learning. She has participated in several research projects and published her research in International Conferences, Journals, edited books and monographs. She is the author of "When I play I learn… and I better understand" from Delta publications and of "Creativity in the era of New Technologies" from Kritiki publications. She has been a member in several Scientific Review Committees and organized several special sessions in International Conferences.

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Examining literacy development holistically using the Play and Learn through the Arts (PLA) programme: a case study

Cited by 9 publications

References 22 publications

Using different art forms to investigate the impact on children’s involvement in literacy activities

Using different art forms to investigate the impact on children’s involvement in literacy activities

Building Better Schools with Evidence-based Policy

An empirical study comparing different art forms to develop social and personal skills in early years education

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