The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners

Abstract

This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement

“…This poses a challenge for early years teachers when the principals’ direction for practice and pedagogy goes against their own (Roberts-Holmes & Bradbury, 2016). In a study by Barblett et al (2016), teachers reported being expected to ‘teach in ways that clashed with their philosophical beliefs and did not allow for play-based learning’ (p. 40) when principals did not have early childhood knowledge. Hesterman and Targowska (2020) similarly found teachers believed principals’ lack of early childhood knowledge inhibited their ability to implement the EYLF (DEEWR, 2009), particularly play-based learning.…”

“…Alongside this is the introduction of ability grouping, and low ‘performing’ children being labelled as ‘hopeless cases’ (p. 126) or as having additional learning needs to protect teachers from scrutiny (Roberts-Holmes & Bradbury, 2016). In Australia, the pushed down curriculum and expectations for academic achievement has led to a decrease in play based pedagogies (Barblett et al, 2016; Hesterman & Targowska, 2020), with teachers also reporting limiting children’s contributions to the curriculum (Leggett & Ford, 2013). High-stakes testing such as NAPLAN also imposes on pedagogy with reports that teachers spend more time on subjects that are assessed (Roberts et al, 2019).…”

“…Even though the pedagogy of the EYLF is well described, these year levels are subjected to contested debates about pedagogy and practice. Teachers are faced with complex challenges of navigating policy implementation, meeting whole school requirements and increased pressure to ensure children are achieving academic outcomes (Hesterman & Targowska, 2020).…”

Kemampuan Merancang Perangkat Pembelajaran Untuk Pendidikan Anak Usia Dini Pada Peserta PPG Daljab

“…Perencanaan pembelajaran meliputi penyusunan rencana pelaksanaan pembelajaran dan penyiapan media dan sumber belajar, perangkat penilaian pembelajaran, dan skenario pembelajaran (Hakkarainen, 2008;Ward, 2018). Perangkat pembelajaran menjadi salah satu hal penting untuk menunjang keberhasilan pelaksanaan aktivitas pembelajaran (Antara, 2018;Darling-Hammond et al, 2020;Hesterman & Targowska, 2020;Meilani & Faradiba, 2019;Møller-Skau & Lindstøl, 2022), oleh karena itu harus mendapat perhatian untuk dipersiapkan dengan baik oleh guru. Perangkat pembelajaran yang diperlukan dalam mengelola proses belajar mengajar dapat berupa silabus, RPP dan lembar aktivitas siswa.…”

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue

“…Competing views of practitioners, mistranslation of the EYLF into practice and historic views of play and learning have all contributed to the neglect of intentionality in pedagogy (i.e. monitoring, planning for and scaffolding learning; Edwards & Cutter-Mackenzie, 2011; Hesterman & Targowska, 2020; Kilderry, 2015).…”