From policy to practice?: the reality of play in primary school classes in Northern Ireland

Hunter, Thelma; Walsh, Glenda

doi:10.1080/09669760.2013.830561

Cited by 33 publications

(29 citation statements)

References 26 publications

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“…This sentiment is echoed through many of the included studies (e.g. Hunter and Walsh 2014;McInnes et al 2011;Wood and Bennett 1997). For example, ECE teachers in Wood and Bennett (1997) report on being more comfortable about their involvement in structured play activities rather than role play.…”

Section: Types Of Roles and Involvementmentioning

confidence: 99%

“…On the whole, this work advocates the enhanced value and meaning of learning through play in ECE curricula. Also, it calls for nuancing pedagogies of play conceptually (Rogers 2010a;Walsh et al 2010) and provides critical insights on the conceptualizations of play as both policy and practice (Hunter and Walsh 2014). At the same time, this scholarship underscores the importance of instructional differentiation in line with children's developmental needs, warning against the one-size-fits-all rationale in play pedagogies (see Vogt et al 2018).…”

Section: Play-based Learning: Theoretical and Empirical Insightsmentioning

confidence: 99%

“…By the same token, many see play as laying the foundation for later learning (e.g. Hunter and Walsh 2014;Pui-Wah and Stimpson 2004). There are, however, also some voices that express uncertainty or even skepticism regarding the effectiveness of play and playbased activities for learning (see e.g.…”

Section: Teachers' Beliefs About Play-based Learningmentioning

confidence: 99%

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ECE teachers’ views on play-based learning: a systematic review

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

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In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances.

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Section: Types Of Roles and Involvementmentioning

confidence: 99%

Section: Play-based Learning: Theoretical and Empirical Insightsmentioning

confidence: 99%

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ECE teachers’ views on play-based learning: a systematic review

Bubikova-Moan

Hjetland

Wollscheid

2019

European Early Childhood Education Research Journal

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“…international research (Moyles, 2010;McInness et al, 2011;Fung & Cheng, 2012;Stephen, 2012;Wood, 2013) shows that play in practice within ECE has been found to be highly challenging and problematic. Walsh et al, (2010) and Hunter and Walsh (2013) emphasise the need for those working in ECE to engage in professional development and purposeful reflection to develop their understanding of play as a critical component of pedagogy in the early years classroom.…”

Section: The United Nations Conventions On the Rights Of The Child (1mentioning

confidence: 99%

“…As an early childhood curriculum framework, Aistear (NCCA, 2009) highlights the importance of play, relationships, and language for young children's learning. The critical role of play in ECE is emphasised across a growing body of international evidence that supports a play-based approach to learning (Wood, 2013;Hunter & Walsh, 2013). Aistear (NCCA, 2009, p. 26) describes the child as "an active, capable and competent learner, learning through play, relationships and language, and every day experiences".…”

Section: Aistear In Primary Schoolsmentioning

confidence: 99%

Understanding the Link between Context and Curriculum Change in Early Years Education

Donoghue¹

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The role of context in relation to curriculum enactment in early childhood education is generally under-researched and under-theorised. This thesis explores the pedagogical approaches of early childhood education teachers in Ireland. It examines the implications of two policy documents: Aistear (NCCA, 2009), the early childhood curriculum framework, and the new primary language curriculum (DES, 2016). The new curriculum has both implicit and explicit links with Aistear. Aistear advocates a pedagogy that involves learning through play and allows the child some autonomy in the learning process. Given the policy recommendation that the principles of Aistear be integrated into enactment of the primary curriculum, this study formulated two research questions: How do primary school teachers understand and implement Aistear? How can primary school teachers be supported to enact the new primary language curriculum in relation to Aistear within their contextual settings? The study is situated within a social constructivist paradigm and takes an interpretivist approach to the research endeavour. Purposive sampling was employed to identify and select two primary schools as case studies. The research participants were two teachers and the principal from each school. Data was generated primarily through in depth interviewing and classroom observations, although documentary, school website, and photographic data was also considered. Data analysis identified three key contextual dimensions to be considered in the enactment of policy: teachers' understanding of Aistear and play; pedagogical approach; and, leadership; and these form the structure of the discussion chapter. The study found that the teachers and the principals understood Aistear to be something separate from the curriculum which they described and enacted as "Aistear Hour" or "Aistear Time". A gap was identified between the teachers' descriptions of their pedagogical approaches and the practices observed in their classrooms. While the study participants in both schools acknowledged the importance of play in enhancing children's learning experiences, they doubted that the children were 'really' learning through play and tended to direct the play towards activities that would meet the curriculum objectives.

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A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

100

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Across a number of countries, play‐based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play‐based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher‐directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.

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From policy to practice?: the reality of play in primary school classes in Northern Ireland

Cited by 33 publications

References 26 publications

ECE teachers’ views on play-based learning: a systematic review

ECE teachers’ views on play-based learning: a systematic review

Understanding the Link between Context and Curriculum Change in Early Years Education

A scoping review of research on play‐based pedagogies in kindergarten education

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