Play-Based Learning in the Primary School

Briggs, Mary; Hanson, Alice Taylor

doi:10.4135/9781446254493

Cited by 22 publications

(25 citation statements)

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“…Algunos de estos discursos han encontrado en la ciencia evidencias que demostrarán el desarrollo cognitivo, físico y emocional en el aprendizaje infantil (Briggs & Hansen, 2012;Broadhead & Burt, 2012). Estas tendencias, unidas a la profesionalización de la EF durante la primera mitad del siglo XX, han dado lugar al desarrollo de diversas teorías educativas del juego, en las que se justificaba y promovía su uso para transmitir fines educativos (Mechikoff, 2010).…”

Section: La Justificación Funcional Del Juegounclassified

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

García-Puchades¹,

Chiva-Bartoll²

2018

CCD

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ResumenEl concepto de juego ha sido objeto de una dilatada trayectoria dentro del discurso filosófico educativo de la cultura occidental. El presente artículo desempeña una contribución genuina a dicho discurso con el objetivo de justificar, a largo plazo y en sentido pleno, el valor educativo del juego en el currículum de Educación Física. En el texto se exponen y clasifican los discursos filosófico-educativos previos que han justificado hasta el momento la aparición del juego en el currículum de la Educación Física; a saber, justificación socializadora, funcional, vivencial y vitalista del juego. Posteriormente, una vez enmarcado el estado de la cuestión, se describirá en qué medida es posible pensar el juego como proceso de subjetivación capaz de integrar las diferentes justificaciones curriculares. Para ello, explicaremos qué entendemos por proceso de subjetivación en educación, identificaremos las diferentes actitudes filosóficas implícitas en dicho proceso y las relacionaremos con cada una de las justificaciones curriculares anteriormente expuestas. Por último, se expondrá por qué este enfoque pedagó-gico supone un buen punto de partida para pensar en el futuro de la Educación Física.Palabras clave: juego, educación física, currículum, subjetivación, filosofía de la educación. AbstractThe concept of "play" has a long trajectory within the educational philosophical discourse in Western culture. This article makes a genuine contribution to this discourse with the objective of justifying the educational value of play within the Physical Education curriculum. This article presents and classifies previous educational philosophical discourses that have justified the presence of play in the curriculum of Physical Education up to today; namely, socializing, functional, experiential, and vitalist justifications of play. Then, after having provided an overview of the issue, we will describe to what extent it is possible to conceive of play as a process of subjectivation with the potential to integrate the different curricular justifications. To do so, we will present and explain our understanding of the process of subjectivation in education, then, we will identify different philosophical attitudes implicit in such a process, and we will relate them to each of the curricular justifications discussed. To conclude, we will argue that this pedagogical approach provides a good starting point to analyze the future of Physical Education.

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Section: La Justificación Funcional Del Juegounclassified

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

García-Puchades¹,

Chiva-Bartoll²

2018

CCD

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“…Each of these different perspectives provides a more comprehensive clarity to the act of play than any one definition. (Briggs & Hansen, 2012;Curtis & O'Hagan, 2008)…”

Section: Background Of Playmentioning

confidence: 99%

“…Developmental psychologist Lev Vygotsky (1933) believed that children create meaning through social interactions and their culture. Within this view, play is seen as a significant source of development in the early childhood years which aids in the growth of symbolic thinking and provides children an opportunity to self-regulate through planning, monitoring, and reflecting (Briggs & Hansen, 2012). Vygotsky introduced the idea of scaffolding as a means of reaching a higher level through zones of proximal development, meaning that with adult assistance a student can achieve higher levels than what they can reach on their own.…”

Section: Developmental Perspectivementioning

confidence: 99%

“…Once enrolled in elementary grades, children experience a change in the way they are instructed. Curriculum objectives take precedence and play becomes less present in the elementary child's day (Briggs & Hansen, 2012). The introduction of the No Child Left Behind Act of 2001 brought in a newly sharpened focus on specific subject areas, mainly math and language, as a means of increasing the minimum proficiency of all students in the US.…”

Section: Educational Perspectivementioning

confidence: 99%

“…A playful approach to learning is suggested as a way of infusing exploration, creativity, and discovery into the education process. Briggs and Hansen (2012) As an autonomous learner the elementary child is provided opportunities to select resources, work cooperatively, and reflect on their work and where they should go from there. "We do know that children learn best when they are motivated and part of that motivation comes from being in more control of their learning and following areas of enquiry in which they are interested" (Briggs & Hansen, 2012, p. 17).…”

Section: A New Paradigm Of Playmentioning

confidence: 99%

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for all of your academic encouragement and editorial guidance along the way. I am forever grateful to the pre-service teachers from Mount Mercy University who chose to participate in this study. Your fervor for learning has forever impacted my teaching. Lastly, I am thankful to my loving husband Steve Carr whose support made this study possible and my adoring sons Holden and Sayer whose snuggles always make everything right and whose mischief sometimes comes as a welcomed distraction.

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Play-Based Learning in the Primary School

Cited by 22 publications

References 0 publications

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

The play as a process of subjectivation and its justiﬁcation in the curriculum of Physical Education

Addressing the non-artist's approach to art

The “Race” in “R.E.C.E.”: Reconceptualizing Play-Based Learning Through an Anti-racist Lens

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