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24 Ιαν 2011 · This study examined experiences and perspectives within and across each of the six child‐centred and play‐focused classes. The main findings suggest that the role of the teacher varies between what could be considered as teacher‐intensive and teacher‐initiated activities.
- Troubling The Discourse
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- Troubling The Discourse
5 Ιουλ 2023 · In the book we discuss six core principles of a pedagogy of play that provide a theoretical grounding for why we believe this pedagogy is necessary for integrating play into school learning: Play supports learning; Playful learning in school requires play with a purpose; Paradoxes between play and school add complexity to teaching and learning
17 Απρ 2007 · Using these goals as a backdrop, this paper discussed views of children’s play; the defining characteristics of emotional and social development; play and the socioemotional development of children; and the role of early childhood teachers in children’s play.
31 Οκτ 2019 · Pyle and DeLuca found that there was a misalignment between educator’s perspectives of the purpose of play, how they implement play in their classroom, and what skills and abilities they assess during play.
17 Φεβ 2022 · Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years.
26 Μαΐ 2020 · In this update, researchers Dr Amy Berry, Kellie Picker and Rachel Parker discuss some of the characteristics of playful learning, share examples of classroom practice, and explain how teachers can contribute to our understanding of learning though play in the classroom.
17 Μαΐ 2023 · The researchers offer five ways educators can support playful learning in their classrooms: 1. Empower students to guide their own learning. Get to know kids’ interests, strengths, and what they can contribute to the class. The more you understand your students, the more you can make meaningful connections between their lives and the curriculum.
