Teachers' views on play-based practice in Abu Dhabi kindergartens

Baker, Fiona S.

doi:10.1080/09669760.2014.944884

Cited by 19 publications

(24 citation statements)

References 13 publications

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“…This disconnect between what teachers believe they are doing and what they are actually doing goes back in part to the problem described above, the disagreement concerning an appropriate definition of play (Baker 2014). In their investigation of teachers' understanding of play-based pedagogy, Martlew, Stephen, and Ellis (2011) arrived at the same conclusions, a lack of cohesion in teachers' interpretations of play-based learning translated into teachers' misunderstandings of their role during play.…”

Section: Differences In the Enactment Of Play-based Learningmentioning

confidence: 80%

Conceptualising play-based learning from kindergarten teachers’ perspectives

Fesseha

Pyle

2016

International Journal of Early Years Education

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This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants' definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of playbased learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills. ARTICLE HISTORY

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Section: Differences In the Enactment Of Play-based Learningmentioning

confidence: 80%

Conceptualising play-based learning from kindergarten teachers’ perspectives

Fesseha

Pyle

2016

International Journal of Early Years Education

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“…Rather than trying to balance new learning imperatives with a traditional focus on play pedagogies, teachers frequently describe situations in which they struggle to enact play-based activities in a preschool culture with an entrenched, direct instructional focus on academic learning (e.g. Wu 2014;Baker 2014bBaker , 2015Cheng 2001). In some studies, such as in Cheng's (2001) Hong-Kong study, 'top-down interference' and an expectation of tangible learning results is reported to obstruct teachers' professional authority, handled mostly as a routine requiring minimal effort and conducted in a mechanical manner.…”

Section: Policy Mandates and Curricular Concernsmentioning

confidence: 99%

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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“…However, despite this swift reform, there remains a lack of consensus on the value and role of play in learning (e.g. Baker, ; Vong, ). Accordingly, the purpose of this scoping review is to systematically examine the empirical and theoretical research related to play‐based pedagogies and their effectiveness on early student learning.…”

Section: Introductionmentioning

confidence: 99%

“…A shift towards the promotion of learning through play in kindergarten has taken place in countries such as Canada (Lynch, ), China (Pan & Li, ), United Arab Emirates (Baker, ), Britain (Tafa, ), New Zealand (Synodi, ), Japan (Hegde, Sugita, Crane‐Mitchell & Averett, ), Greece (Tafa, ), Singapore (Ling‐Yin, ), and South Korea (Kim, ). At the same time, in many of these countries there is a strong push for high quality academic learning in the early years in order to prepare children for subsequent schooling (e.g.…”

Section: Introductionmentioning

confidence: 99%

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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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Teachers' views on play-based practice in Abu Dhabi kindergartens

Cited by 19 publications

References 13 publications

Conceptualising play-based learning from kindergarten teachers’ perspectives

Conceptualising play-based learning from kindergarten teachers’ perspectives

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

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

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