An inquiry into teachers’ implementation of Play-based Learning aligned approaches within senior primary classes

Abstract

The national increase in schools implementing Play-based Learning (PBL) has highlighted a need for Resource Teachers Learning & Behaviour (RTLB) and others to develop a thorough understanding of the pedagogies that align with PBL to ensure they are well placed to fulfil a key element of their role and support teachers to grow their capability. This inquiry aimed to harness the experience and knowledge of teachers working within PBL settings in a senior primary context. This involved conducting semi-structured interviews with five participating teachers to capture their perceptions on how and why PBL should be successfully delivered for senior primary students, while also identifying any potential enablers and barriers. There were some contrasting views on the specific delivery approaches between the different participants. However, all interviewees shared a belief that there are substantial benefits for older students to learn through PBL, teachers need to be willing and feel safe to relinquish some of their control, and shared values and philosophy need to be established to ensure continuity and authenticity.