Learning Through Play Research Articles

From Compliance to Play: Enhancement of Phonemic Awareness Through Play-Based Learning Activities in Kindergarten

Phonemic awareness is a skill that begins developing from birth and continues to develop throughout a child’s early years. In the context of 21st-century learning, there is a growing demand for students to establish a solid foundation in this skill during their early developmental stages. Despite the recognized importance of phonemic awareness, there have been instances of low achievement in this area. This study aimed to assess the impact of incorporating play-based activities on improving phonemic awareness in kindergarten learners. The variables examined within phonemic awareness include letter sound fluency, blending, and segmenting. The study employed a quasi-experimental research design and utilized purposive sampling. A total of 20 kindergarten learners from Tangway Loob Elementary School participated in the study. The primary instruments for data collection were pre-tests and post-tests. The findings revealed that, before the implementation of play-based activities, kindergarten learners had a mean phonemic awareness score of 42.58, interpreting a moderate level of awareness. After the intervention, the learners attained a mean of 56.53, also interpreted as a moderate level of awareness. The analysis revealed a significant improvement in letter sound fluency and blending skills between the pre-test and post-test assessments. However, no significant difference was observed in terms of segmenting. In conclusion, this study demonstrated the effectiveness of incorporating play-based activities in enhancing the phonemic awareness of kindergarten learners. It is recommended that these activities be integrated into instructional practices to further develop phonemic skills, which serve as a crucial foundation for more advanced literacy skills.

Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria

With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.

A Behavioural Intention Analysis of Kurdish Teachers’ Perspectives on Play-Based Learning in Kindergarten Schools during COVID-19

COVID-19 presents a completely new educational setting requiring teachers and students to adapt psychologically, emotionally, and physically. In kindergarten schools, this impacted teachers’ perspectives and intentions to implement play-based learning. Through a mixed approach involving 216 teacher responses and seven face-to-face interviews with school administrators, the study examines Kurdish teachers’ views on play-based learning in kindergarten schools. According to the findings, teachers’ perspectives on students’ trust in their peers, instructional leadership, and self-efficacy positively influence their behavioural intentions to implement play at kindergarten. A crucial finding of the study is validation of the positive moderating effects of teachers’ self-efficacy perspectives of students’ trust in their peers on the interactive connection between instructional leadership and play-based learning. Using classroom-based PBL, we describe play as a means of educational learning, play as a means of emotional and social development, and play as an integral aspect of learning. In the context of education changes caused by the pandemic, the findings underscore the importance of teachers assuming a leading role under learning and teaching circumstances, an enabling role in fostering associations among students and an afforded role when focusing on learning processes. Consequently, the possibilities of developing teachers’ critical feedback and reflective practices on their teaching methods are conceivable. Based on these findings, teacher education programs should emphasize theoretical understanding of play and learning as well as modelling playful teaching and play within the classroom to develop teachers’ psychological and pedagogical thinking.

Child-centered pedagogy: Guided play-based learning for preschool children with special needs

Child-centered pedagogy: Guided play-based learning for preschool children with special needs

An Exploration of Children Play Learning Spaceat Seri Iskandar, Perak

Play learning spaceis beneficial for children's health and education especially at school. Therefore, the study highlighted the character that need to enhance of indoor and outdoor in finding the most preferred play learning space that close to children at school.Moreover, both settingshave strengths that can affect children in engaging play learning.A total of 4themes of elements found in the settingshave been highlighted for indoor and outdoor, which consist of a space of playground, plants, water, and animalssetting of environments. This study carriedon the assessingof preferred tendencies by children (n=128) aged 5 to 6 years old at Seri Iskandar, Perak more likely indoor or outdoor environments for engagement in play learningspace. Pictorial studiesthrough photo elicitationand interviews have been carried out at kindergartens around Seri Iskandar, Perak. Analysis using the R-software to obtain a mean comparison will be done to see the tendency of the choice. Future studies can be expanded to see the spatial characteristicsthat is essential to have in school so that children feel belonging and increase happinesslevelwhen they have their play-based learning at school.

Bush Kinders: Building Young Children’s Relationships with the Environment

AbstractEarly childhood is an important time for building children’s affinity with nature and the environment. Early childhood professionals play a crucial role in developing young children’s understanding of the natural world. Over the past 50 years, there has been a movement in early childhood education and care contexts to provide young children with the opportunity to learn in natural surroundings such as forest schools and nature kindergartens. This research, occurred in four bush kinders, an Australian example of nature-based, early years education influenced by the forest school approach to education. In this paper we interrogate key ideas concerning environmental education, drawing on seminal empirical research, guiding curriculum documents such as Australia’s Early Years Learning Framework and government policy documents to build understandings of how children’s play can be observed by educators who can then support the children to develop their understandings of the natural world around them. Through ethnography, a methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning offers opportunities for development of understandings of the environment. Applying a recent definition of environmental education from the US Environmental Protection Authority (2022), we analysed four vignettes which provide examples of educators and children’s interactions supporting children to build an affinity with nature observed during the research. This research’s implications are novel when considering the relatively new bush kinder approach to early childhood education as the findings remind us of the benefits of bush kinders in generating opportunities for young children’s environmental education.

The Effective of Block Play and Pretend Play in Early Childhood Development

Cognitive, social, as well as affective development are significantly influenced by early childhood development. This study investigates how block play and pretend play independently or jointly influence the development of young children. The positive effects of block play and pretend play on early childhood development include language and communication skills, problem-solving abilities, social skills, and emotional regulation. In addition, research indicates that children who engage in block play later demonstrate superior academic achievement. It has been discovered that playing with blocks improves spatial reasoning, problem-solving, and creativity. Children gain a deeper comprehension of fundamental concepts, such as shape, size, and measurement, through block play. In this paper, the author discussed that block play and pretend play should be emphasised in the toddler years so as to promote the development of young children. This paper provides parents, educators, and policymakers with insights for fostering childrens cognition, sociability, and emotion through play-based learning environments.

Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools

ABSTRACT In a climate of pandemic recovery and taking this opportunity to be reflective and reflexive in our practice we set out to examine how we can make a change to the playful experiences of children aged 4–6 years old in Irish infant primary classrooms. As teacher educators in play and play-based learning, in higher education, we are confronted by pedagogical cultures and classroom experiences within early primary settings that turn play on and off for a period during the day. This is a practice commonly referred to as the ‘Aistear hour’. The aim of this project was to explore our own current understandings and to improve our professional approaches to teaching student teachers about play-based pedagogy and practices. Participants (n = 9) in this small-scale survey research study were tutor colleagues involved in the teaching of elements of Early Childhood and Professional Practice Placement modules. The results indicate a serious need for a professional collective discussion on the adult ‘hijacking’ of play and the need for a rights-based approach to ensure very young children have control and voice in their play experiences in early primary classrooms.

Liminality, Leisure, and Lego®: Using a Leisure-Based Creative Methodology to Support Children and Young People

This paper demonstrates how liminality provides a core framework for understanding the processes and practices through which Lego® Serious Play® can positively influence the student experience and wellbeing of children and young people (CYP). The study adopts a creative multi-sensory methodology whereby the focus is upon the Lego® and not the child. Using a play-based learning approach within an educational setting, data was collected in a UK junior school, involving sixty-four children, ranging from seven to eleven years of age. An initial group session was repeated two weeks later to monitor and observe changes. The results highlight that the Lego® Serious Play® methodology uses liminality to further the debate about the use of play as a leisure-based activity in educational settings. This study contributes to knowledge by utilizing Lego® Serious Play® (LSP) through a playful lens as a creative methodology and highlights the unique interaction between leisure, liminality and Lego®.

Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education

Indigenous play activities are crucial to cross-cultural knowledge and practice and are gaining ground as a pedagogical approach in early childhood education settings. The study aimed at systematically documenting culturally and developmentally appropriate outdoor indigenous games that could serve as resource materials for play-based learning in ECE centres. Participants comprising teachers, parents, grandparents, and adolescent girls and boys were drawn from Lufwanyama district of Zambia. Data was generated through Participatory Action Research to allow inter-cultural dialogue. Data was analysed using thematic categorisation. Results showed that documentation of indigenous games can serve as a resource capital for enhancing play-based learning practice in an early childhood education setting. The study further revealed that integrating indigenous games can strengthen home-school linkages through active community engagement. The study recommends that teachers can effectively implement play-based learning when the reservoir of developmentally appropriate indigenous games is easily accessible to them. We further argue for rethinking early childhood education pedagogical practice so that learning and development are seen as being influenced more by contextually responsive play and exploration, than by direct instruction and teaching.

Learning Through Play (LTP) Parenting Program: Capacity Building of Traditional Birth Attendants in Pakistan

The present study aimed to train Traditional Birth Attendants (TBAs) in a parenting program called Learning through Play (LTP) to improve their Knowledge, Attitude, and Practices regarding child development after completion of training, for them to be better able to support parents during their routine practice. Quasi experimental design was used. A total of 330 TBAs meeting study eligibility criteria were included and data was collected in a group setting. LTP training was comprised of weekly sessions delivered over 1 month. LTP includes knowledge about child development for children from 0 to 3 years. The Knowledge, Attitude, and Practices (KAP) questionnaire was used to measure change. Statistical analysis was done through Paired Sample T-test. There was a significant difference between pre-post scores t = -29.36 ( p < .05). Capacity building of TBAs in LTP program and integrating LTP into existing health care systems may contribute to reducing the child development gaps in Pakistan.

A Case Study on the Use of Play-based Learning in a Malaysian Preschool

A Case Study on the Use of Play-based Learning in a Malaysian Preschool

A family-school-community partnership supporting play-based learning: A social capital perspective

This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development activities among teacher groups while bridging social capital is developed through parental involvement. There is a potential for linking social capital to be mobilized through interactions between schools and community networks. Capturing such social capital could facilitate play-based learning practices.

Play-Based Learning: A Strategy to Increase the Reading Skills of Grade 4 Learners

Play-Based Learning (PBL) is a teaching-learning strategy that incorporates and integrates play into the educative process to enhance learning practice, environment, and learning outcome. This study sought to determine the effectiveness of using PBL to improve the reading skills of grade 4 learners of Liliongan Elementary School for the school year 2022-2023. Specifically it answered the level of reading skills of the 2 groups of the grade 4 learners and the significant difference in their reading skills. There were 48 participants who were selected through simple random sampling in which 24 were identified for the control group (non-PBL) and 24 for experimental groups (PBL) which was identified through tossed-coin. The study utilized a pretest posttest quasi-experimental research design. A 50-item reading test was used to capture the learners' performance in terms of their reading skills which was interpreted using the Phil-IRI tool which undergone content validation and reliability with a Cronbach’s Alpha of 0.823. The instruments also underwent quality assurance. The intervention floated for 45 minutes daily for five days and lasted eight weeks. Data was treated using frequency, percentage, mean, standard deviation and analysis of covariance. Results showed that the two groups improved in their reading skills with an independent reading level. However, there was a significant difference between the reading skills of the two groups in favor of the PBL group.

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

Early Childhood Education Teachers' Perspectives on Play-Based Learning: A Survey in Yogyakarta

Early Childhood Education Teachers' Perspectives on Play-Based Learning: A Survey in Yogyakarta

Play is the Base! ECEC Leaders’ Views on the Development of Digital Pedagogy

AbstractThe development of digital pedagogy in early childhood education and care (ECEC) is a relevant issue. The role of the ECEC leader in initiating and leading the development of digital pedagogy is important. The aim of this study was to explore the views of ECEC leaders on digital pedagogy and its development, as little research has been done on the subject. The data was collected in the context of continuing professional development for ECEC leaders in Finland. The data consists of 39 development plans that were drawn up by the participants and it was analyzed using qualitative content analysis. The research indicates that ECEC leaders hold diverse perspectives on digital pedagogy but acknowledge the significance of leadership in fostering staff digital skills, formulating a shared strategy, and involving children and the community. The findings suggest that digital pedagogy should be an inherent component of the fundamental mission of ECEC, which centers around play-based learning. The concept of play-based digital pedagogy (PBDP) is proposed as a framework for digital learning in ECEC.

Efforts to Improve Long Jump Skills in Squat Style Through a Play-Based Approach on 11th Grade Science Students at Teladan High School in Sei Rampah

The problem of this research is the inadequate learning process and facilities in the long jump technique using the squat style, as well as the lack of mastery of basic skills in long jump, resulting in suboptimal student learning outcomes. Based on the problem, the research problem in this study is how to improve learning outcomes in long jump using the squat style through a play-based approach for students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District. This study is a Classroom Action Research (CAR) conducted in 2 cycles. The population and subjects of this study are 36 students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District. The results of this study show that through play-based learning, students' abilities in learning long jump using the squat style can be improved. The conclusion of this study is that through play-based learning, the ability to perform long jumps using the squat style can be improved for students in class XI IPA of Teladan Sei Rampah High School, Sei Rampah Subdistrict, Serdang Bedagai District.

Peningkatan Motorik Kasar Pada Anak Usia Dini Berbasis Belajar Sambil Bermaian Melalui Permainan Tradisional Engklek di PAUD Kober Al-Maarif

Introduction: Early age is a golden opportunity for children to learn, so it is called the golden age. Early childhood education is a form of education that focuses on laying the foundation for physical growth and development (fine and gross motor coordination). the learning techniques used must make children happy, so the method used is learning-based education while playing and the Engklek game is one of the traditional games that can be used.
 Purpose: The purpose of this activity is to implement play-based learning through the medium of traditional crank games to improve gross motor development in early childhood at PAUD Kober Al-Maarif.
 Method: The method used in health promotion is education based on learning while playing. This health promotion was carried out at PAUD Kober Al-Maarif Lakbok with a total of 35 participants with a series of activities through 4 stages, namely 1) selection of targets and places, 2) preparation of facilities and infrastructure, 3) implementation of activities, 4) evaluation.
 Results: based on the results of the evaluation carried out by the learning while playing method, it gave a positive response to the participants. the participants enjoyed the series of events from start to finish with joy. Through this activity, children are more able to explore their imagination and bring out their creativity and talents.
 Conclusion: This activity can be carried out as a game to train gross motor skills in early childhood by using the traditional crank game as media. In addition, not only gross motor skills but also exploring other learning that can be included in playing activities by recognizing numbers and letters and counting.

Intentionality and the active decision-making process in play-based learning

Play, which is both a context and process for children’s learning, has become a pivotal pedagogical component in global early childhood education. The uptake of intentional teaching has contributed to the shift in understandings of play, from viewing play as a means of recreation and entertainment to a more socio-cultural perspective that advocates for educators’ proactive and engaged roles in play. The recent update of the Early Years Learning Framework (2023) in Australia has included an emphasis on intentionality in play-based learning. However, there is little academic work on intentionality, and recent studies demonstrate educators’ struggles in conceptualising their roles as intentional teachers. Drawing on the findings of a literature review, this discussion paper aims to conceptualise intentional teaching from two aspects: intentionality and decision-making. This paper argues that while educator and child intentionality are the starting point of intentional actions, the decision-making process enables educators to have ongoing intentionality behind their teaching practices. It concludes by advocating for a broader understanding of intentional teaching that focusses on the underlying thought processes behind educators’ decisions and actions.