Learning Through Play Research Articles

The Dis/Continuity of the Implementation of Play-Based Learning From Kindergarten 2 to Year 1 in a Maltese School

The Dis/Continuity of the Implementation of Play-Based Learning From Kindergarten 2 to Year 1 in a Maltese School

Does Play-Based Learning Support Children’s Everyday Resiliency? A Cross-Case Analysis of Parents’ and Kindergarten Teachers’ Perceptions of Play-Based Learning as a Precedent to Young Children’s Coping During the Pandemic-Affected 2020–2021 School Year

Background: Play has long been credited with fostering self-regulation in young children, though few studies have examined how children draw upon early childhood experiences with play to navigate adversity later in childhood. The purpose of this study is to describe the facets of the children’s everyday resiliency that were attributed to their play-based experiences by parents and teachers as they reflected on the children’s kindergarten experiences during the COVID-19 pandemic. Methods: We used a cross-case study design to examine the positive coping strategies parents and teachers observed in three five-year-old girls and one six-year-old boy entering kindergarten during the 2020–2021 pandemic-affected school year. We recruited parent participants based on their child’s enrollment at a Reggio Emilia-inspired, play-based early childhood center in Northern Colorado for three or more years prior to entering kindergarten. Once parents enrolled in the study, we extended an invitation to their child’s kindergarten teacher to participate. Data included three one-hour interviews with each participant, field visits during remote learning, and artifact collection over the course of the school year. Results: Cross-case analysis revealed four themes: “Willing to Adjust”, “Understands the Situation”, “Uses Advanced Language”, and “Embraces Challenge”. Participants describe these children as willing to adjust to public health orders, having a deep understanding of the pandemic’s societal repercussions, using sophisticated language to process adversity, and embracing the challenge of becoming kindergarteners. Conclusions: Participants believed these children’s experiences with play-based learning promoted the interdisciplinary development of their social language, persistence, altruism, and cognitive flexibility; these traits fostered the children’s positive coping strategies throughout the pandemic-affected kindergarten year.

Children's perspectives of learning through play in the majority world: Findings from Bangladesh, Colombia and Uganda

AbstractAs efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and the ability to direct, participate in, and/or initiate play. Previous research has primarily focused on adult perceptions of LtP for preschool children in high‐resource contexts. We present the perspectives on LtP of children (3–12 years) in Bangladesh, Colombia and Uganda. We photographed learning activities in community centres and schools that incorporated play‐based practices. In group discussions, we used these photographs to elicit children's perspectives on the difference between play and learning in the classroom, the factors that influence their construction of play and learning, and the role that teachers play in these activities. Conceptualizations across the three research sites and ages were similar: Children associated learning with play if the activity was fun and social; distinctions between play and learning were defined by content, modality, materials and location; and teachers were seen as involved in play under limited conditions. We discuss the implications of our findings for the implementation of LtP in majority‐world contexts. By moving teachers from a primarily teacher‐directed approach to more guided‐play approaches, we are not only asking teachers to give up some control but are also asking children to think about adults in fundamentally different ways. This research highlights that we may need to couple professional development for teachers with approaches that support children to change their perceptions of agency and choice in the classroom.

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.

Enhancing Mathematical Skills of Learners in the Early Childhood Phase Through Play-Based Learning: A Review of Literature

This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers typically instruct while learners listen and repeat, is often rigid and lacks engagement. For learners to thrive in mathematics and truly comprehend the subject, they need to be actively involved in ‘doing’ mathematics. PBL is an approach to teaching and learning that uses various forms of play as a medium for learning. The objectives of the article are: a) to explore alternative methods for teaching mathematics to learners in the Early Childhood Phase, and b) to highlight the benefits and value of play as a mode for teaching and learning mathematics. As a theoretical paper, it does not include a methodology section; rather, relevant literature was analysed to support and justify the claims and to address the research questions. The study found that PBL can enhance the development of the vestibular system, which can positively impact learners’ cognitive abilities, including mathematical skills. The study is significant for both learners and teachers in the Early Childhood Phase, as it provides an opportunity for teachers to utilise alternative, play-related, and enjoyable methods to teach mathematics. The paper concludes that a child-centred, play-based curriculum encourages and promotes learning in a playful setting through discovery, investigation, problem-solving, imaginative thinking, and creative thinking.

Mathematical Thinking and Learning in Early Childhood: A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature

This study aims to synthesize current research on early childhood mathematical thinking and learning, focusing on cognitive development, instructional strategies, and environmental influences. The study provides a comprehensive qualitative analysis, integrating diverse theoretical frameworks and recent empirical findings for a nuanced understanding of early math education. Methodologically, it employs a thematic synthesis of qualitative studies, systematically reviewing literature from various academic databases to identify key patterns and themes. The research design involves coding text, developing descriptive themes, and generating analytical themes from peer-reviewed studies published between 2014 and 2024. The primary outcomes highlight the significant impact of play-based learning, interdisciplinary approaches, and parental involvement on early mathematical development. Additionally, the study underscores the role of technology and supportive learning environments in enhancing children's math skills. Conclusions emphasize the importance of holistic and culturally responsive educational practices. The practical implications provide valuable insights for educators, policymakers, researchers, and parents aiming to improve early childhood math education.

A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept

The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to simulate real-world challenges, allowing learners to adapt and thrive in uncertain environments by encouraging risk-taking and instant feedback. This method proves particularly effective in teaching 21st-century skills, as demonstrated in projects with gifted children, where learners showed improved retention and engagement through play-based learning. By shifting from a teacher-centred model to a learner-driven, game-based approach, Learngaming enhances both personal and collective learning outcomes, preparing individuals to succeed in an ever-evolving society.

Play-Based and Nature Learning: Optimal Approaches for Children on the Autism Spectrum

Abstract Children on the autism spectrum often exhibit unique learning needs that require specialized approaches for effective development. Play-based learning and nature-based education have gained significant attention for their benefits in cognitive, social, emotional, and sensory development, particularly for children with Autism Spectrum Disorder (ASD). This paper explores the effectiveness of these learning approaches in supporting the growth of children on the spectrum. By examining empirical research, case studies, and theoretical frameworks, this study highlights the benefits of play and nature in enhancing communication, sensory processing, motor skills, and emotional regulation. The paper argues that play-based and nature learning create inclusive, stimulating environments that cater to individual needs, making them ideal for children with ASD.

The Circular Game: The Impact of Gaming on Sustainable Behaviour

The main objective of this paper is to assess the impact of The Circular Game use on participants' sustainable awareness, learning and behaviour. The Circular Game is a strategy board game to learn about sustainability, improve environmental awareness, apply circular economy strategies, and train to design innovative and circular business models. Researchers will analyse changes in participants' sustainable knowledge, awareness, and behaviour before and after participation in the game with ad hoc questionnaires. The results of this analysis will allow us to test whether the emotions generated during the play-based learning process can condition their environmental awareness, learning and behaviour towards greater sustainability in the future. The game can generate emotions in participants and work teams, promote collaborative and green knowledge acquisition, and help bachelor and master students and employees apply theoretical knowledge to real-world situations. Similarly, companies and entrepreneurs need a relaxed environment to present their ideas and proposals for improvement. This methodology uses game elements in academic or working environments to stimulate and challenge participants to incorporate sustainable business choices. The Circular Game is a game in which participants compete to be the company that applies the most circular economy strategies in its business model. The groups advance through a circular board where, depending on the squares they land on, they can earn money, invest in circular economy strategies, and add or reduce CO2 emissions. The winner will be the one who has completed all the circular economy strategies set out in the game with the minimum of CO2 emissions. The social impact is substantial as it is a methodology that can be applied in any field, educational or business. The impact will be more significant if the game's objective, to be more sustainable, is translated into the participants' real lives.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

Enriching the professional capital of primary school teachers to assess play and learning through play

ABSTRACT This paper explores the significance of a tailored professional learning program (PLP) for transforming primary school teachers’ practices through fostering the development of professional capital; specifically human capital. The focus of the PLP was on assessing play and learning through play for Foundation teachers (the first year of formal schooling) in Victoria, Australia. Drawing from professional capital theory, the study engages with a significant issue through a mixed methods approach. Findings showed that the tailored PLP enhances teachers’ abilities to not only implement play-based learning but also to assess children’s play abilities and learning through play. The study underscores the importance of professional learning in facilitating teachers’ capacity to integrate play-based approaches into the curriculum effectively, while also identifying the tensions between teachers’ learning about assessment through play and navigating this approach in the classroom with competing external and mandated school policies. The paper adds to existing literature highlighting the pivotal role of professional learning when situated as a social practice in shaping teachers’ practices and confidence. It provides ways to promote reflective dis[positions which impact professional learning opportunities and processes, while also pointing to the transformative conditions of social arrangements and personal aspects that enable agency, collegiality and deliberation.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

TECHNOLOGIES FOR FORMING TEAMWORK SKILLS IN CHILDREN OF PRESCHOOL EDUCATIONAL ORGANIZATIONS

Teamwork skills are essential in preparing children for future social and academic environments. In preschool educational organizations, fostering these skills at an early age provides a solid foundation for collaboration, communication, and problem-solving. This article explores the use of various educational technologies to develop teamwork skills in preschool children. These include interactive learning tools, digital applications, play-based learning, and structured group activities. The goal is to identify and assess effective strategies that enhance children's ability to work together, resolve conflicts, and achieve shared goals.

An exploration of pre-school teacher's experiences of using play-based approaches to develop language and literacy skills within their classrooms of children aged two to five years

In the Republic of Ireland, the Department of Children and Youth Affairs recommends implementing play-based learning in early education curricula. This research study set out to explore the following research question: What are pre-school teachers’ beliefs, understandings and uses of play-based approaches to develop language and literacy skills in their classrooms? For this study, the term pre-school refers to the age category of children from 2 years and 8 months to 5 years of age. This age cohort is the age of eligibility for the Early Childhood Care and Education (ECCE) scheme in Ireland which provides financial support for 2 years of early childhood care and education for children aged 2.5 to 5 years of age. This study aimed to explore the tools pre-school teachers used to implement play-based approaches in their classrooms; the challenges and facilitators they perceived when implementing play-based approaches, and to understand how play-based approaches were implemented specifically for language and literacy development. The study design was qualitative and nine semi-structured interviews were completed with pre-school teachers. Results from the thematic analysis highlighted the three themes: (1) Learning Through Play, (2) What Influences Play and (3) Making Sense of Play Through Reflective Practice. These three themes consist of several sub-themes which are evident throughout each theme. The results of this study showed that pre-school teachers have a positive view towards play-based approaches for children's language and literacy development. However, they were unsure about implementing play-based approaches with other curriculum models. Challenges such as settings’ philosophies and parents’ expectations emerged as key elements of pre-school teachers’ experiences of using play-based approaches.

Fostering Play in the COVID Crisis: Insights from Infant-Toddler Teachers

AbstractPlay is pivotal in supporting young children’s holistic development. The COVID-19 crisis further highlighted the importance of play in supporting children’s well-being and in providing a sense of normalcy. Guided by the phenomenographic method, this study aimed to examine Korean in-service infant-toddler teachers’ experiences in fostering play in early childhood educational classrooms during the COVID-19 crisis. The study involved 10 infant-toddler teachers working with children under the age of three years at a large university-based childcare center. They participated in drawing tasks and in-person focus group interviews. The findings revealed that the pandemic caused and exacerbated barriers to everyday play. However, despite challenges, the participants demonstrated their strong commitment to play in the classroom, exhibiting resilience, adaptability, creativity, and resourcefulness. They continued to create a playful environment, support play in various forms, and prioritize play-based learning, demonstrating their strong commitment to play. One notable change expressed by the participants was limited social interaction during mealtime. This study found that the much-needed, unavoidable public health interventions during the COVID-19 crisis may have resulted in unintended consequences for infants’ and toddlers’ social-emotional and language development. Such findings reinforce the idea that play should remain at the forefront of education during the pandemic and beyond.

Investigating the Effectiveness of Play-based Learning Strategies on Cognitive, Social, and Emotional Development in Preschools

Investigating the Effectiveness of Play-based Learning Strategies on Cognitive, Social, and Emotional Development in Preschools

Teacher engagement in professional learning communities in preschool contexts

ABSTRACT Despite the valuable insights provided by previous studies on the characteristics and contributing factors of professional learning communities (PLCs) in early childhood education contexts, there remains a lack of research investigating teacher engagement within PLCs and its influence on driving transformative change. The objective of this study was to examine teacher engagement in PLCs and its effects on teaching practices within preschool settings. Ten English teachers from two preschools in Hong Kong participated in the study through university-school partnerships. Data was collected through interviews, observations, and recall commentary. The findings revealed that frontline teachers actively engaged in various dimensions within the PLCs, including cognitive, behavioural, affective, and social aspects. These four dimensions were found to be interconnected and mutually inclusive. Increased teacher engagement within the PLCs resulted in changes in teaching practices, particularly towards play-based learning. In conclusion, this study emphasises the implications of these findings for government support and teacher development in the preschool field.

Telling stories of learning and beyond: using the learning story approach to help kindergarten teachers to conceptualise play-based teaching and learning in China

ABSTRACT Play-based teaching and learning approaches are recognised as enabling teachers to interact with children and support learning in a relaxed environment to promote children’s holistic development. Recent studies increasingly emphasise that teachers’ engagement can promote children’s opportunities to learn through play. This article presents results from a qualitative case study undertaken in a kindergarten in China, with three Chinese kindergarten teachers exploring play-based teaching and learning in their classrooms. Learning story, a narrative assessment approach, was introduced to the Chinese kindergarten teachers prior to the research as a tool for them to record and reflect on their play-based learning practices. Nine learning stories were collected and nine follow-up semi-structured interviews were conducted to explore three research questions: 1). what was the teacher’s role in playful activities? 2). what learning was identified? 3). how were play and learning linked and sustained over time? Findings indicate that the three Chinese teachers demonstrated a continuum of guidance for their interaction with children in play and that cultural factors played a role in teachers’ conceptualisation and implementation of play-based learning. These findings contribute to understanding of play-based pedagogy in a particular cultural context.

Analisis Kebutuhan Buku Cerita Bergambar sebagai Pengantar Bermain di Taman Kanak-Kanak

The availability of picture storybooks is a crucial component of early childhood education. This research aims to describe and analyze the needs for storybooks among Kindergarten students through a questionnaire. At an early age, play is an essential activity that supports children's cognitive, social, emotional, and motor development. The storybooks used in this process must have specific characteristics that captivate children's interest while aligning with educational objectives. The research methods employed include observations, interviews with kindergarten teachers, and content analysis of popular storybooks among young children. The findings are intended to serve as a foundation for developing educational materials, particularly picture storybooks that facilitate play-based learning for kindergarten students. The ultimate goal is to enhance the quality of educational resources available to young learners, ensuring they are both engaging and educationally beneficial.