Play-Based Learning and Intentional Teaching in Early Childhood Contexts

Thomas, Louise; Warren, Elizabeth; DeVries, Eva

doi:10.1177/183693911103600410

Cited by 52 publications

(36 citation statements)

References 11 publications

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“…In thinking about play and self-regulation, it is important to note that there is controversy over what playbased learning looks like, specifically regarding the type of structuring provided by adults. At one end of the spectrum there are those who understand play-based learning to mean providing children opportunities to engage in "free play" or "unstructured play" episodes with "emergent" learning themes, while at the other end, there are those who interpret play-based learning to mean providing opportunities in which educators structure children's play or provide leaning materials that are concrete and engaging (Bruce, 2001;Siraj-Blatchford, 2009;Thomas, Warren, & deVries, 2011;Wood, 2009). Therefore, it is important to explore the types and frequencies of interactions in play-based kindergarten classrooms to understand how these interactions contribute to children's learning and self-regulation in these environments.…”

Section: Role Of Play and Interactions On Self-regulation Developmentmentioning

confidence: 99%

Understanding children's self-regulation within different classroom contexts

Timmons

Pelletier

Corter

2015

Early Child Development and Care

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In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students respond to opportunities for self-regulation significantly more often in small group and play contexts. Similarly, children demonstrate the highest engagement in play and small group contexts. Given that adults and other children comprise an important part of the environment for children's self-regulation, we also examined whether there were differences in the number of interactions children have with other children and educators across academic, social and play activities, and how these interactions broke down by classroom context. Findings have practical implications for educators working in early years settings; classroom grouping, play and transition contexts set the scene for children's engagement and opportunities to self-regulate.

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Section: Role Of Play and Interactions On Self-regulation Developmentmentioning

confidence: 99%

Understanding children's self-regulation within different classroom contexts

Timmons

Pelletier

Corter

2015

Early Child Development and Care

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“…These communicative practices seem to influence various student outcomes, such as their confidence in learning mathematics (Jung and Reifel, 2011), willingness to participate and collaborate as a mathematics student (Björklund and Pramling-Samuelsson, 2013; Cohrssen et al, 2014; Jung and Reifel, 2011; Kaartinen and Kumpulainen, 2012), and growth of mathematical knowledge over the course of a year (Klibanoff et al, 2006). Yet, as noted throughout the findings, these communicative acts may be hindered by various external factors, such as standards and the discourse of play (Jung and Reifel, 2011; Thomas et al, 2011).…”

Section: Resultsmentioning

confidence: 86%

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Linder

Simpson

2017

Contemporary Issues in Early Childhood

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This article presents the results of a literature review spanning 15 years (2000–2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers’ practice.

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“…; Thomas et al. ). Building on home knowledge has been a productive source of mathematics teaching and learning with older students (Civil and Kahn ) and would seem to be a natural approach with young children (Abreu ).…”

Section: Literature Reviewmentioning

confidence: 98%

Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

Graue

Karabon

Delaney

et al. 2015

Anthropology & Education Quarterly

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This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children. [teacher identity, early childhood, mathematics, funds of knowledge, identity in practice]Early childhood (EC) education is a hybrid space that spans multiple contexts, relies on diverse disciplines, and is populated by varied stakeholders. It includes policy and practice, caregivers and teachers, infants and eight year olds, families and educators, and it plays out in homes, childcare centers, Head Start, and elementary schools. These varied spaces carry with them different institutional histories, systems of thought, practices, and roles (Bloch 1987). Though loosely bound together by an interest in young children, the divergent needs and resources available to support its work fray the EC community's connections.The multiple faces of early childhood come together in sharp relief in the context of a relatively new policy option for children and families in the United States: public prekindergarten (preK). Based on 50 years of research on the critical nature of the preschool years for children's growth and development (Camilli et al. 2010;Gilliam and Zigler 2001), a growing number of states have invested in publicly funded programs for three and four year olds (Barnett et al. 2012). PreK programs represent the intersection of many EC practices-a mash up of preschool and K-12 education, spanning public and private contexts, sometimes targeted and other times universal, addressing kindergarten readiness through a focus on literacy and math, and/or social and emotional development (Zigler et al. 2011). These programs are often implemented by the state through local school districts, bringing together state education policy with elementary school bureaucracy in the context of preK sensibility.

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Play-Based Learning and Intentional Teaching in Early Childhood Contexts

Cited by 52 publications

References 11 publications

Understanding children's self-regulation within different classroom contexts

Understanding children's self-regulation within different classroom contexts

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

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