TOWARDS PLAY-BASED LEARNING PRACTICE

Dewi Mulia

doi:10.23917/kls.v1i1.2477

Abstract

This paper provides the rationale for an overview and a discussion of the issues that affect best practices for play-based learning, particularly the implicationsof adults’ attitudes regarding child’s play and learning for play-based learning practice in early childhood educational settings in Indonesia. The conceptof play-based learning can be attributed to the National Early Years Learning Framework in Indonesia. However, the practice remains challenging as the result of diverse concepts of child’s play and learning. This discussion begins with an overview of the framework and of government support. It details the relevant research on the challenges that educators and teachers have faced with the implementation of the framework.

Highlights

Artikel ini memberikan rasional terhadap pandangan dan diskusi terhadap hal-hal yang berhubungan dengan pembelajaran berbasis permainan, khususnya melihat implikasinya terhadap perilaku orang dewawa terhadap permainan anak dan pembelajaran untuk praktek pembelajaran anak berbasis permainan pada tahap pendidikan usia dini di Indonesia
The National Early Years Learning Framework offers educators, teachers, and policy-makers who work with children a set of principles and a practice guide
The framework advocates play-based learning as an approach in the early learning programme

Summary

Overview of the National Early Years Learning Framework of Indonesia

The Indonesian government is committed to supporting children’s positive learning and development and providing children with a strong platform for future success. The National Early Years Learning Framework offers educators, teachers, and policy-makers who work with children a set of principles and a practice guide. The framework advocates play-based learning as an approach in the early learning programme. As indicated above, another principle that is commonly adopted in early childhood educational settings in Indonesia is the holistic approach. Another principle that is commonly adopted in early childhood educational settings in Indonesia is the holistic approach This approach ensures that children develop gross motor, character-related, social, spiritual, and emotional skills (Morrissey & Warner, 2007). It is clear that teachers, educators, and school management staff should provide a play-based context for learning and an essential strategy that underpins the six principles of the early learning framework

How does the framework define play?

Contextual issues in fostering playbased programmes

Conclusion