‘I already know what I learned’: young children's perspectives on learning through play

Colliver, Yeshe; Fleer, Marilyn

doi:10.1080/03004430.2015.1111880

Cited by 27 publications

(16 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other studies triggered discussions by using a range of attractive activities for children, such as "blob trees" or "message in a bottle" (Adderley et al, 2015) and with the use of photos taken by children (Koch, 2018;Merewether, 2015). We found only two studies promoting video-led discussions (Colliver and Fleer, 2016;Fleer and Li, 2016). Interestingly, we found one study (Fleer and Li, 2016) which conducted the group discussion by organising a community-walk so that children took photos of what they liked and disliked from their community.…”

Section: Universidad Pedagógica Nacional Colombiamentioning

confidence: 89%

Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

Urbina-García

2019

Rev. Colomb. Educ.

View full text Add to dashboard Cite

This article reports a systematic review of educational research relating to the most common methodological strategies used by researchers to listen to children’s voices. We followed the EPPI-centre approach (2007) to identify what the most widely used methodological strategies are, in order to listen to the voice of 3 to 7 years olds children. Our review identified 210 empirical studies from peer-reviewed journals written in English and Spanish between 2015 and 2018, of which, only 34 studies met the inclusion criteria for this study. Findings revealed that adult-led interviews and adult-led observations were the most common methodological strategies to listen to children’s voices followed by group discussions to a lesser extent. We found limited evidence of studies using hands-on activities where children were given the power to decide how to, and what type of information they wanted to express (i.e., school child-led tours), however these strategies did not prevail in the literature reviewed. Issues of adult-child power imbalances were identified -arguably posing challenges to listen to children’s voices. These findings have implications for policy, practice and research internationally.

show abstract

Section: Universidad Pedagógica Nacional Colombiamentioning

confidence: 89%

Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

Urbina-García

2019

Rev. Colomb. Educ.

View full text Add to dashboard Cite

show abstract

“…Since cognitive changes are highly individual and difficult to assess in a standardized way, outcomes need to be assessed in a variety of ways (National Research Council, 2009). Individuals are capable of understanding and self-reporting their own learning 4 (National Research Council, 2009;Falk and Needham, 2013;Colliver and Fleer, 2016). Directly asking a visitor if they learnt something new is one way to assess changed knowledge and understanding (Longnecker et al, 2014).…”

Section: Direct Self-reportmentioning

confidence: 99%

Formal Learning in Informal Settings—Increased Physics Content Knowledge After a Science Centre Visit

2021

View full text Add to dashboard Cite

Over the past 50 years, the prevalence of interactives in museums and science centres has increased dramatically, with interactive learning proliferating around the world. With a current estimated visitation of 300 million people each year, free-choice learning through museums and related venues has become a major source of human learning over the course of a lifetime. While many studies of visitor experience have examined positive changes in affective components of learning, fewer have examined whether specific scientific content knowledge is included in what is learnt. This research investigated gains in content knowledge through informal science learning. Three surveys were conducted at the Otago Museum’s science centre (Dunedin, New Zealand) with visitors eight years and older. The main component of the survey included a brief “formal” content knowledge assessment in the form of a pre-post multiple-choice test, with a focus on physics concepts illustrated in the science centre. Self-reported examples of science learned during the visit and selected items from the Modes of Learning Inventory complement the data. In the pre-post test, prior knowledge was age and gender dependent, with younger visitors and females getting significantly lower scores. Notwithstanding, visitors to the science centre had an overall average of 13% more correct answers in the test after visiting, independent of age and gender. A learning flow diagram was created to visualise learning in the presence or absence of interactivity. As expected, interactivity was found to increase learning.

show abstract

“…Listening to, and consulting with, young children has been the focus of much recent research (Adderley et al., 2015; Bath, 2013; Brooks & Murray, 2016; Colliver & Fleer, 2016; Merewether & Fleet, 2014). Some of these studies have emphasised the challenge of designing research processes that are effective in generating data reflecting young children’s perspectives authentically (Clark, 2005a, 2005b; Jesuvadian & Wright, 2011), whilst others have discussed the ethical issues associated with research involving young children (Bath, 2013; Dockett, Einarsdottir, & Perry, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…More recently, Colliver and Fleer (2016) conducted a study of two- to five-year-old children examining their views on what was being learned through imaginary play. The children identified that they were learning about the aim of the game, and rules associated with imaginary play.…”

Section: Literature Reviewmentioning

confidence: 99%

What supports and limits learning in the early years? Listening to the voices of 200 children

Flückiger

Dunn

Stinson

2018

Australian Journal of Education

View full text Add to dashboard Cite

This article reports on a study investigating young children’s views about learning. The researchers engaged 200 Australian children from 3 to 8 years of age in conversations about how they liked to learn. In an attempt to privilege children’s voices, the direct words of the participating children are used in the reporting of results. The children generated rich and thoughtful ideas about learning as well as factors contributing to their motivation and engagement in learning. Whereas Kindergarten children expressed a real sense of agency and self-efficacy in their learning, school-aged children expressed a strong desire for opportunities to be more actively engaged and have some control over their learning. Of concern was how quickly positive dispositions towards learning appeared to slide when children transitioned to school. The study challenges educators to find ways to listen to children in order to develop policies and practices that are responsive to children’s perspectives and create school systems in which all children, without exception, are actively engaged, motivated and exercising agency in their learning.

show abstract

‘I already know what I learned’: young children's perspectives on learning through play

Cited by 27 publications

References 34 publications

Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

Formal Learning in Informal Settings—Increased Physics Content Knowledge After a Science Centre Visit

What supports and limits learning in the early years? Listening to the voices of 200 children

Contact Info

Product

Resources

About