Learning Through Play Research Articles

A Case Study of Virtual Kindergarten Teachers in Technology-Enhanced Classrooms

With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or resources FDK educators are currently implementing, 4) how educators used the tools or resources to document play-based learning virtually, 5) and what do educators need to integrate technology into their virtual pedagogical practices effectively. Using semi-structured interviews from 11 early childhood educators and one teacher-researcher from virtual kindergarten classrooms in Ontario, Canada, a thematic content analysis from the typed transcripts and reflective notes was adopted to generate emerging themes. The findings demonstrated that 1) educators had a similar positive attitude towards technology in kindergarten as in other countries worldwide, 2) the benefits and challenges of virtual teaching and learning, 3) update on what types of technological devices and resources educators especially in the virtual milieu, are using, 4) and ways to support successful technology integration into virtual pedagogical practices. The findings from this study, in conjunction with other current research, provide practical recommendations for virtual kindergarten educators, parents, school boards, and policymakers.

Exploring How Teachers Help Kids Talk Understanding Early Childhood Language Development

Introduction: This study explores effective practices for promoting early childhood language development, focusing on the role of educators in supporting language acquisition among young learners. The research investigates various strategies and approaches used by educators to enhance language skills in early childhood settings. Methodology: Qualitative research methods were employed, including interviews, observations, and document analysis, to gather data from early childhood educators and stakeholders. Participants were selected from diverse educational settings, including preschools, daycare centers, and early intervention programs. Results/Findings: The findings revealed several effective practices for promoting early childhood language development, including creating language-rich environments, fostering responsive interactions, integrating play-based learning, implementing differentiated instruction, and enhancing family and community engagement. Future Direction: Future research should explore additional factors influencing early childhood language development, such as the role of technology and digital literacy skills. Longitudinal studies tracking children's language development over time can provide valuable insights into the long-term impact of early interventions. Moreover, research should examine the effectiveness of language interventions for children from diverse linguistic and cultural backgrounds, informing more inclusive and equitable language learning environments.

Another case of the theory to practice gap: South Korean early childhood education and care

Motivated by an increasingly globalized and technological world, countries around the world are rewriting their education policies in favor of play-based learning. South Korea, a country that recently reformed its early childhood curriculum to reflect an emphasis on a whole-child, active play pedagogy, is an important case of how child- and play-centered curriculum may translate into implementable practices. This study surveyed 182 Korean early childhood educators to explore their difficulties in implementing the 2019 Revised Nuri Curriculum. It investigated how these teachers conceptualize play from a science of learning perspective. Understanding their role in play and how play can elicit learning were reported as specific challenges. The study reports a misalignment between teachers’ belief that free play is most beneficial for learning and findings from the scientific literature supporting guided play as most effective for achieving a learning goal. The potential of further Nuri Curriculum revisions reflective of the science of learning paired with continuous professional development for Korean teachers is discussed.

Upaya Meningkatkan Hasil Belajar IPS Terpadu Materi Pokok Mengenal Negara-Negara ASEAN pada Siswa Kelas 8 MTs dengan Model Play Based Learning berbantuan Metode Card Matching

This type of research is a classroom action research conducted through two cycles in two months in 2021. Each cycle consists of four stages, namely: planning, implementation/action, observation, and reflection (Siyoto & Sodik, 2015). This study aims to improve the learning outcomes of students in class VIII.2 at MTs N 3 Pekanbaru City in the Integrated Social Studies subject matter of recognizing ASEAN countries through experimental efforts to apply the play-based learning model with the index card match method. The subject of the research was 32 students of class VIII.2 with the object of research was student learning outcomes. Data collection methods are done through observation, questionnaires, and test instruments. The data analysis technique is done by describing or describing the results of the qualitative and quantitative processed data obtained. There are two indicators that indicate the success of the research, namely: 1) Student feedback on the implementation of learning received positive responses from all students reaching 80%; 2) Students who experienced an increase in learning outcomes with a KKM score ≥ 81 as much as 85% of the total number of students. The results of the study concluded, among others: 1) In cycle I, students' learning outcomes increased by achieving 65.6% completeness with an average score of 83.5. In cycle II, learning completeness also experienced a significant rate of increase, reaching 90.6% with an overall student average score of 90; 2) The results of the questionnaire related to the value of student responses during the learning action process carried out resulted in an average value of 42.6 in the agree category. These results conclude that the application of the card matching method can improve learning outcomes and attract their interest so that students can follow the learning well

Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies.

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers' efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget's stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education

Cross-case study research was used to explore the school readiness of four 5-year-old children entering kindergarten during the 2020–2021 school year after three or more years of play-based early childhood education at a Reggio Emilia-inspired early childhood education center. Data included a series of three 1-h individual interviews with four mothers and three kindergarten teachers, field visits during remote learning, and artifact collection over the course of the school year. Themes describing the children’s school readiness were developed through cross-case analysis. Participants described the children as learners, explorers, communicators, and empathizers. The learner theme centers on the children’s responsiveness to instruction; the explorer theme describes how the children approached learning; the communicator theme illustrates the children’s prowess with social connection and self-advocacy, and the empathizer theme shows the thoughtfulness and emotional sensitivity these children displayed. Findings suggest that play-based learning prepared these children for successful kindergarten experiences and was a viable early childhood education pedagogy fostering school readiness.

Reflections about Play-Based Learning Curriculum in Hong Kong Early Childhood Education From Fröbel’s Play Pedagogy

Reflections about Play-Based Learning Curriculum in Hong Kong Early Childhood Education From Fröbel’s Play Pedagogy

The Display Design and Implementation of Augmented Reality based on play-based learning model in museum contexts

The Display Design and Implementation of Augmented Reality based on play-based learning model in museum contexts

Oyun Temelli Öğrenme Süreçlerinin Akademik Başarı Üzerindeki Etkilerinin İncelenmesi

In this study, it is aimed to examine game-based learning processes from the point of view of different variables, to contribute to the literature on this concept, which is often used in practice in official and private educational institutions, but to a limited extent in the academic literature. A game is a fun activity that is constantly present in a person's life and is sometimes connected to a purpose, and sometimes applied without basing it on any purpose. The game is a fun behavior that does not involve any planning, arrangement, can develop spontaneously and is intended for enjoyment. In this aspect, the game is a phenomenon that is applied in the general process, especially in the form of a learning method and technique, as a phenomenon that does not have space and time restrictions. In addition, the fact that children of playing age are not worried about life and need care leads to the accumulation of excess energy in them, and at this stage the game comes into play, allowing the energy to be spent. From the perspective of educational management, it would not be wrong to state that one of the main goals is to channel this accumulated energy significantly into learning processes. Key Words: Play, Play-Based Learning, Children

Impact of Play as a Method of Teaching in Ghana's Preschools

Purpose: This study aims to identify teacher characteristics impacting the use of play as a teaching approach in Ghana's state pre-primary schools. 
 Methodology: The Theory of Reasoned Action by Fishbein and Ajzen served as the study's main framework, and the correlational design was used. Based on the goals of the study, thematic analysis was utilized to examine the qualitative data, which was then presented narratively. Descriptive and inferential statistics were used to organize and interpret quantitative data. The study was aided by the use of the SPSS 23 statistical package for social science. 
 Findings: The results showed that most preschools used play as a teaching approach in a fairly present fashion. The results further demonstrated that play as a teaching approach and instructors' attitudes were significantly correlated. Positive attitudes toward play among teachers were associated with increased usage of play in the classroom. The usage of play and teachers' training were significantly correlated. 
 Conclusion: There was a strong correlation between instructors' experience and play usage. 
 Recommendations: The study suggested that in order to guarantee that pre-school teachers have good attitudes about using play as a teaching approach, the education administration and school heads should work to foster such attitude. Additionally, it's important to make sure that pre-primary school instructors have the required training and preparation so they can use play-based learning as a teaching technique with their students. The report also encouraged greater investigation into the elements that schools utilize to influence play as a teaching technique.

Perspectives of play and play-based learning: What do adults think play is?

Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children’s learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults’ perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.

Teacher readiness to implement learning through play in Ukrainian primary schools: a preliminary study

The article examines the problem of teachers' professional readiness to implement play-based, activity-based learning methods and the “learning through play” approach in Ukrainian primary schools in the context of holistic reform of school education - the introduction of the New Ukrainian School Concept.
 The modern school reform, which was introduced in 2018, brought changes to all aspects of education in Ukraine, however, it was mainly focused on the approach of teaching and learning. A new educational strategy based on the integrative approach of “learning through play”, which combines the principles and methods of active learning, experimental learning and guided discovery learning, inquiry learning, problem-based and project-based learning, and Montessori pedagogy, was introduced in the professional activity of primary school teachers.
 The results of the conducted research indicate that the vast majority of interviewed Ukrainian primary school teachers showed an insufficient level of professional readiness for the introduction of play-based and activity-based learning methods due to: a negative attitude to play in education; their insufficient awareness of the developmental, didactic and other functions of the play in the comprehensive development of a person at all stages of his/her life; the dominance of an authoritarian style of communication with students, etc. It was found, that there is an apparent contradiction between the predominantly high level of self-esteem of primary school teachers of their own readiness to implement play-based learning methods and a negative attitude towards the need to change their professional activity.
 The difficulties, revealed by the results of the research, provide the basis to make corrections in the system of higher and postgraduate pedagogical education in order to develop Ukrainian school education based on the principles of priority of the individual needs of the child, the competence approach, partnership and a safe educational environment

Didaktik in preschool:

The paper presents a review process of Didaktik and curriculum theories, one that suggests that a German Bildung Didaktik approach seems to be suitable ground for the development of a critical-democratic Didaktik in preschool. The paper examines fundamental dimensions in Bildung Didaktik as point of departure for the modelling of a Didaktik in preschool. Among other things, a circular situation-oriented and dynamic didactical model is constructed. In order to take the preschool tradition into consideration, different forms of play-based learning are stated. These form an outline of a critical-democratic play Didaktik, including the concept playworld.

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

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.

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case studies, we expand on the study of autonomy support by examining dyadic problem solving in naturalistic, outdoor family play. We apply a situated method of interaction analysis to perform a detailed, micro-longitudinal decomposition of two extended problem-solving arcs, identifying the specific contributions of parents and children. In doing so, we apply additional lenses of problem-solving, debugging, play-based learning, and intergenerational learning to develop a more comprehensive understanding of endogenous, dyadic problem solving. Our findings suggest the presence of inherent tradeoffs between various potential goals and time horizons for children’s learning and raise actionable considerations for both future research and practice in collaborative learning spaces.

Highlighting the importance of STEM education in early childhood through play-based learning: A Literature Review

This paper aims to focus on the international studies regarding early integrated STEM education and its importance for developing 21st-century skills in young children to prepare them for an ever-changing world. The paper reviews the importance of integrated STEM education in early childhood settings and how it supports the development of scientific concepts and 21st-century skills such as critical thinking and problem solving through play-based learning based on the current literature. Adding to the importance of STEM education, the paper explores what STEM education means in early childhood and how different types of play-based learning can support early integrated STEM concepts and skills in young children concerning the literature from different parts of the world. Furthermore, the literature presents the role of teachers in implementing STEM practices and the challenges encountered by teachers. The literature indicates low self-efficacy and confidence in teachers as the main factor affecting the delivery of STEM teaching and suggests ways to overcome this through STEM professional development to enhance the STEM practices in early childhood. The paper concludes with further recommendations and implications for stronger policies, and more research in this field to achieve high-quality integrated STEM education in early childhood.

Reclaiming Playful Learning: Exploring the Perceptions of Playful Learning among Early Childhood Preservice Teachers

Despite a deeply-rooted tradition that recognizes the value of play-based learning in early childhood education and care (ECEC), there has been relatively little research into adult playful learning in the higher education sector. This study explored the perceptions of play and playful learning among early childhood preservice teachers while they learned through play with reflection at a public university in the United States. An analysis of their reflective journals revealed that engaging in play activities promoted positive affect and a sense of learning community which, in turn, elicited playfulness and joy. Additionally, the study highlighted the value of hands-on, playful learning, challenging the participants’ preconceived notion of play and internalizing playfulness, thus gaining a stronger personal commitment to enact play pedagogies in their future endeavors. Considering that play-based pedagogy has increasingly been marginalized both in ECEC and higher education, the findings suggest a need to reclaim play and playful learning in teacher education programs.

Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices

Contemporary kindergarten policy mandates the use of assessment to monitor student learning alongside the growing popularity of play-based learning. However, research examining teacher perspectives on assessment in play has uncovered challenges. A two-phase qualitative approach was used to gather observational and interview data in 18 kindergarten classrooms. Thematic analysis revealed that teachers fell into three play profiles that aligned with different approaches towards assessment in play: informal, formal, and blended. Strategies utilized by the blended group reflected contemporary assessment and play-based learning policies. Implications of these approaches and considerations for productive assessment practices are discussed.

Kindergarten Teachers’ Understanding of the Creative Play

This article describes the results of research on ECE teachers regarding their understanding of the creative play. Creative play in early childhood education is defined as play-based learning that combines creativity and higher-order thinking skills to stimulate aspects of development in the context of constructing children's attitudes, knowledge, and skills in this millennial era. This creative play-based learning is known as HOTS learning for early childhood. This research was carried out in a survey by filling out a Google Form which was distributed through several WhatsApp groups. 400 respondents contributed to sending answers and were analyzed using the Excel application to find out the tendency of ECE teachers to understand the creative play. The results of this study found that ECE teachers tend not to understand creative play in early childhood. They tend to design play activities that are separate, not intact, and still at the C2 level in the cognitive realm.

The Role of Early Childhood Mathematics Teachers during Play in the Mathematics Classroom in Bongo District of Ghana

The study sought to find out the role of early grade mathematics teachers during play in the mathematics classroom. The study adopted the quantitative approach of research with a descriptive survey as a design. A simple random sampling and census sampling were used to select 410 respondents for the study. The data were analyzed using mean and standard deviation. The findings of the study revealed that teachers played such roles as and facilitators to guide and provide the materials necessary for the play, thereby creating a conducive environment for effective play in the early childhood mathematics classroom. It was recommended that play-based learning should be fully integrated into the early childhood Mathematics curriculum, and intensive workshops or in-service training should be organized for the teachers to know and appreciate their roles during play in the classroom. Also, workshops are seminars organized for teachers should concentrate on how to assist teachers to prepare play materials using local materials to bridge the deficit gap of play materials.