Abstract
This paper examines contemporary developments in play and pedagogy in early childhood education settings, drawing on Malaysian policies and international play scholarship. The study explores and analyses some of the challenges inherent to incorporating play into classroom practice, which is occurring in four types of preschool classroom settings in Malaysia. It investigates the implementation of play in each of these settings. Established principles about play and learning are reified in many curriculum guidelines, alongside recommendations for the role of adults in linking play provision with their pedagogical strategies. Play is also located within contemporary discourses about quality and effectiveness, with a specific focus on ‘educational’ play (Wood, 2010). Although policy texts and policy-oriented research have provided positive validations for play as integral to ‘effective practice’, there remain significant challenges in conceptualizing the play-pedagogy relationship. Linking play with defined educational outcomes and effectiveness agendas also raises questions about the regulation of play through dominant policy discourses and practices. Drawing on critical and post developmental theories, some of the key principles underpinning play and pedagogy are scrutinized here. It will be argued that some of the essential truths about play can also be seen as myths, which need to be contested in the light of contemporary concerns with diversity, power and control and how these relate with educational settings.
Highlights
This paper examines contemporary developments in play and pedagogy in early childhood education settings, drawing on Malaysian policies and international play scholarship
The study explores and analyses some of the challenges inherent to incorporating play into classroom practice, which is occurring in four types of preschool classroom settings in Malaysia
Theorists and researchers paint a convincing picture of the importance of play to children’s learning and development (Balter & Tamis-LeMonda, 2006; Roskos & Christie, 2010)
Summary
Theorists and researchers paint a convincing picture of the importance of play to children’s learning and development (Balter & Tamis-LeMonda, 2006; Roskos & Christie, 2010). To improve the quality of preschool teachers, the qualifications for their appointment will be raised to a diploma or a bachelor degree This rise in qualification will have a profound impact on the Early Childhood sector, for example it means that the Government will implement measures to establish teaching as a profession of choice (Economic Planning Unit, 2010). The implementation of the learning through play approach faces the challenge of the lack of teachers’ understanding of the tenets of child development, as evidenced through scholarly research and demonstrated good practice internationally, and which has pedagogic significance in what the MOE advocates for young children. Many teachers are not aware of how their philosophical positioning impacts on the way they teach, an issue addressed within a bachelor level training degree Another factor is the lack of resource provision for early childhood development and education. These questions are designed to explore where play-based learning is employed and how valued play-based learning is by different stakeholders
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