Open-ended Materials Research Articles

Penerapan Pembelajaran Berdiferensiasi dalam Memenuhi Gaya Belajar Siswa Peserta Didik di Sekolah Dasar

The differentiation approach in learning styles has become a significant subject of attention in the educational context, especially at the elementary school level. This research aims to explore the implementation and impact of differentiated learning on content, processes and learning products in elementary schools based on student learning styles. Based on a review of literature and related research, it was found that content differentiation allows teachers to present open-ended material tailored to students' needs and level of understanding. Meanwhile, process differentiation helps in adopting diverse teaching strategies that suit each student's learning style. Additionally, product differentiation provides students with opportunities to express understanding through different types of assignments or projects, allowing for creative development of talents and interests. The research results show that the approach to learning styles has a positive impact in creating a learning environment that supports and improves overall learning outcomes. Therefore, differentiated learning in elementary schools is becoming increasingly important in supporting the successful learning of each student.

Playing with open-ended material as experiences of democracy: The Waldorf case

Using participatory observations accompanied by video and audio recordings, this article investigates how negotiations about play scripts evolve during play in two Waldorf kindergartens. In particular, this study aims to examine how child-initiated play can contribute to the development of basic democratic skills in early childhood. The concept of resistance proposed by Gert Biesta has been a theoretical starting point for analysis. Hence, this article investigates how and what kinds of resistance are offered through play negotiations with unprocessed, open-ended play materials typical of Waldorf kindergartens. The analysis reveals that resistance is offered by the play materials, previous play scripts, and play partners. In addition, open-ended play materials seemed to add more complexity to negotiations than industrially processed toys. Consequently, the risk of failure in such negotiations becomes more intrusive.

Linking Language to Action: Enhancing Preschoolers' Communicative Abilities Within Language Stimulation.

Children's vocabulary and syntactic skills vary upon school entry in depth and breadth, persistently influencing academic performance, including reading. Enhancing early communicative abilities through multisensory, playful, and conversational experiences is essential and will benefit children's school readiness. This study investigated whether a language-to-action link created during language stimulation, which combines multisensory input, play, and conversation using clay, improves preschoolers' communicative abilities in terms of vocabulary, syntactic, and pragmatic language abilities more than traditional toy-based language stimulation. Language skills were examined in a pre- to posttest design in which 43 typically developing participants, ages 3-5 years, were randomly assigned to clay-based (n = 24) or traditional play-based (n = 19) language stimulation for 8 weeks. Receptive and expressive vocabulary knowledge for items introduced in the language stimulation program, mean length of utterance (MLU), and conversational initiations improved for participants in the clay condition, whereas significant language skill growth was not observed for participants in the traditional play-based stimulation condition with toys. A language-to-action link is created when children engage with open-ended materials, such as clay, as they craft target objects hands on and step by step, affording additional opportunities for language input and output. Results preliminarily suggest that using open-ended materials may enhance children's communicative abilities in receptive and expressive vocabulary, syntax/MLU, and pragmatics (i.e., conversational initiations) more than prefabricated toy objects during language stimulation. https://doi.org/10.23641/asha.24093780.

Listen up

‘Intelligent’ open-ended materials are the driving force behind Loris Malaguzzi's ‘pedagogy of listening’, Nicole Weinstein discovers

“We re Trying to Find Cool Things in the Forest” – Exploring Children s Curiosity and Creativity in the Outdoors

Curiosity and creativity are crucial for children's learning and engagement within their worlds. However, research on creative teaching that also addresses children's curiosity is quite limited. In this case study, we adopted visual methods in combination with video-stimulated recall dialogue (VSRD) to explore children’s experiences in a Forest School (FS) program in Southern Ontario. As researchers, we were particularly interested in the nexus of children’s curiosity and creativity in the process of learning. Participating children, aged 6-12 years, wore GoPro cameras to document their lived experiences in the FS. Informed by constructivism, we examined data vignettes, querying the role of curiosity and creativity within children’s entanglements in the natural environment. The results indicate that open-ended materials within nature invited and sustained curiosity and creativity. Children tended to gravitate to the complexity and ambiguity offered within the natural environment. The research findings have implications for educators, namely the importance of the choice of materials and approaches to support and prioritize children’s curiosity and creativity in learning processes. Implications for inviting educators to capitalize upon inquiry moments and the unknown were also evident.

Creative Reuse: REmida Teacher Professional Learning for a Sustainable Future

In Western Australia (“WA”), teachers are required to undertake 100 hours of professional learning (PL) to maintain their registration. REmida WA Creative Reuse Centre offers Reggio-inspired “100 Languages” workshops as part of its PL programme, thus enabling interested teachers to attain the necessary hours. The purpose of this research is to help REmida WA identify the needs and interests of their clientele so they may design relevant educational experiences that accommodate clients’ professional learning goals. This mixed-methods study examines teachers’ motivation to attend REmida WA’s “100 Languages” workshop. One hundred teacher participants from across all education sectors were asked to identify their interest in REmida PL and how REmida supports their learning programmes. Findings show that teachers view REmida WA as an organisation that helps them to learn about and better understand Education for Sustainability (“EfS”) and creative pedagogies. REmida is also valued as a source of open-ended materials for resources that can support children’s learning about sustainability.

“A Prescription for Play”: developing early childhood preservice teachers’ pedagogies of play

ABSTRACT Although research supports play for children’s learning and development, many teachers and schools do not support play or relinquish it to recess or “If time.” Teachers need to experience how they learn through play to advocate for play in their classrooms. It is not enough to say, “play is learning”; they need to learn through play. This study uses data from multiple classroom assignments in a course on early childhood curriculum to examine how these play-based assignments support preservice teachers’ support for play and creativity in early childhood classrooms. The study found that preservice teachers had a positive shift to supporting play and creative experiences, including an appreciation of open-ended materials. They also developed understanding of children’s perspectives, the value of play as adults and found that engaging in play and creative experiences was beneficial to preservice teachers’ mental health and self-care. These findings reveal that if we want teachers to advocate for play and creativity in their classrooms, it is essential for them to have direct experiences learning through play and creativity themselves. Recommendations suggest that teacher educators should integrate authentic play experiences for play advocacy and support preservice teachers’ mental health and well-being.

Pengembangan bahan ajar open-ended melalui polysynchronous learning berbantuan canvas

The current Covid-19 pandemic has severely impacted education where learning must be carried out online. Canvas is among polysynchronous e-learning platforms available. This study aims to describe the effectiveness of open-ended teaching materials through Canvas-assisted Polysynchronous Learning. This topic was chosen considering the importance teaching materials to support the implementation of Polysynchronous Learning. This study developed learning modules and power points as learning media, and Google form as evaluation media. Research and Development (R&D) approach was employed with ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. These materials were validated by material and media experts to measure their effectiveness. Results show that the teaching materials are valid and feasible. These teaching materials were implemented through a polysynchronous learning where student activities reached 89%. It is implied that these materials could enhance student learning. Students’ learning outcomes (final test) are categorized good with the average score of 80.8; the distribution of 44 points for A, 24 for B+, and 12 for B.

Mathematics Learning Pathways on a School Fieldtrip: Interactional Practices Linking School and Museum Activity

Formal and informal educators often struggle with the question of whether and how school fieldtrips might productively connect school- and museum-based learning. I share findings from a video-based ethnographic study of 5th- through 7th-grade fieldtrips to a museum mathematics exhibition. Through a collection of case analyses of situated talk and interaction, I describe three distinct interactional practices by which teachers and students can relate learning mathematics in the classroom and on the museum floor. Findings help further elucidate the potential nature of situated interactions during school fieldtrips while pointing to the possibility that teachers and learners are making more connections between the classroom and the museum than might be made visible by attention to instructional design or written assessments alone. Moreover, teachers and students can forge these connections in ways that build on the kinds of open-ended material encounters, unanticipated curiosities, and playful engagements that are hallmarks of intended visitor experiences at free-choice science centers.

Silvering (slowly)

‘Silvering (slowly)’ was a group show at St Paul Street Gallery in Auckland, NZ, 9–13 September 2019. It drew together threads from our independent research trajectories as a response to this journal’s questions around augmentation and technicity. The exhibition was a material dialogue consisting of installations and drawings, structured dialogues before and during the show, and an epistolary exchange afterwards. The operative methodology is one of conversation between collaborators that was conceived more generally as an open-ended material practice including nonhuman participants. Without purporting to offer a single consistent position, we problematise the concept of augmentation through our conversation. By means of our rhetorical figures—the moon, mirrors, silvering hair, and silence—we question the time and matter of augmentation, and its sense of forwardness and addition.

Silvering (slowly)

‘Silvering (slowly)’ was a group show at St Paul Street Gallery in Auckland, NZ, 9–13 September 2019. It drew together threads from our independent research trajectories as a response to this journal’s questions around augmentation and technicity. The exhibition was a material dialogue consisting of installations and drawings, structured dialogues before and during the show, and an epistolary exchange afterwards. The operative methodology is one of conversation between collaborators that was conceived more generally as an open-ended material practice including nonhuman participants. Without purporting to offer a single consistent position, we problematise the concept of augmentation through our conversation. By means of our rhetorical figures—the moon, mirrors, silvering hair, and silence—we question the time and matter of augmentation, and its sense of forwardness and addition.

EXAMINATION OF PRESCHOOL TEACHERS\\\' VIEWS ON THE USE\\r\\nOF OPEN-ENDED UNSTRUCTURED MATERIAL

Ponte Academic JournalSep 2020, Volume 76, Issue 9 EXAMINATION OF PRESCHOOL TEACHERS VIEWS ON THE USE OF OPEN-ENDED UNSTRUCTURED MATERIALAuthor(s): Cagla Gur ,Nilufer KorkmazhanJ. Ponte - Sep 2020 - Volume 76 - Issue 9 doi: 10.21506/j.ponte.2020.9.17 Abstract:This research was conducted in Nicosia in the 2018-2019 academic year to examine the opinions of the preschool teachers on the use of open-ended unstructured material. One of the purposeful sampling methods, the criteria sampling method was used in the study. Voluntary participation in the study was taken as a basis when forming the study group. The study group of this research consisted of 20 preschool teachers working in preschool education institutions. As a result of the study, it was seen that preschool teachers considered the open-ended/unstructured applications positively and used materials such as natural materials, blocks, waste materials within the scope of the applications. When the opinions of the teachers regarding the advantages of the application were analyzed, the codes of creativity, interest/desire and the opportunity to observe and evaluate children emerged. Regarding the disadvantages of the application, seven teachers expressed that the application did not have any disadvantages. However, within the scope of the disadvantages of the program, there were opinions expressing density and difficulties experienced during implementation. When the observations of the teachers regarding the educational environment during open-ended/unstructured material applications were analyzed, the codes of creativity, practicality in the application and insufficient space were obtained. Regarding the observations of the teachers on the educational material, the codes of material diversity and material shortage emerged. While most of the teachers emphasized the variety of the open-ended materials, five teachers expressed the opinion that the materials were not sufficient. As a result of the analysis of the observations regarding the activity content, the codes of being supportive of development, being entertaining and not being suitable for the age group were obtained. When the observations on childrens participation were examined, the codes of active participation and guidance requirement emerged. It is recommended that teachers should receive in-service training for qualified applications. Download full text:Check if you have access through your login credentials or your institution Username Password

Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres.

It is important to consider physical activity and movement in early life to ensure children establish and maintain healthy physical activity patterns. Recent evidence has highlighted the importance of outdoor play and the childcare environment. Active outdoor play, especially free play, supports independence, self-regulation and allows children to explore their world and make decisions. Loose parts or open-ended materials are natural or synthetic resources that can be used in more than one way, allowing children to experiment through play. Incorporating loose parts into play environments creates opportunity for new play experiences. Despite growing evidence supporting loose parts play, the perspectives of childcare providers on the benefits and challenges of this type of play have been overlooked. The purpose of this study was to identify the benefits and challenges of incorporating loose parts play into the outdoor environments of childcare centres, from the perspectives of educators who took part in the Physical Literacy in the Early Years (PLEY) project. PLEY is a larger, mixed methods intervention study with the goal of evaluating a loose parts intervention in early childcare settings. This portion of the project used qualitative description to explore educators' perspectives. Data were collected using focus groups (n = 15) with early childhood educators (n = 3–5 in each group). Thematic analysis was used to identify five themes relating to benefits, and four themes relating to challenges. Benefit themes included: loose parts enable children to take risks; loose parts spark creativity and imagination; loose parts contribute to problem-solving abilities; loose parts cultivate independence and confidence; and loose parts build relationships and leadership. Challenges included: apprehension of loose parts; loose parts as a novelty; sustainability of loose parts; and loose parts present challenges with storage. Overall, we found educators perceived outdoor loose parts play to have multiple social and cognitive benefits for preschool-aged children that are critical for optimal growth and development, and overall health and wellness.

Возрастные особенности игры дошкольников с предметами оперирования

This paper is part of a larger research focused on observations of preschool children in free make-believe play with different objects. This paper presents the outcomes of observations of children’s play with toys that imitate real objects (cups, swords, irons and so on).The dynamics of play activity in different age groups (3, 4, 5 and 6 years) is shown. In the two younger groups, role renaming is extremely rare and is accompanied by play actions, while children do not change their appearance in accordance with the role. From the age of 5, the number of renaming increases sharply: two-thirds of children call themselves some kind of a role name, many dress up, and the vast majority plays a role. At 6 years, there is a slight decline in the number of children with role renaming and a slight increase in the number of children who change their appearance as compared to 5-year-olds.In the environment with toys imitating real objects, the role emerges in response to toys, which significantly differs from how the role appears in the environment with open-ended materials. The paper describes the roles that were employed in the play with toys.

Young Children’s Journey into a World of Play with Open-Ended Materials: A Case Study of the Creative Play Club

This study is mainly based on conducted naturalistic descriptive observation of 13 children ages 6–8 years using open-ended materials in their play at the Creative Play Club (CPC). The research carefully examines and analyzes how four boys and nine girls in the CPC used open-ended materials in their play over 8 weeks. One aim was to evaluate changes in the quality of play over time. A second aim was to analyze the influence of various factors on children’s social and nonsocial play behaviors. Those factors were the materials’ characteristics and affordances and the social activity setting. The research gave special attention to the possible influences that flatten expression in play and those influences that might reignite play expression within or across CPC sessions. The research generated evidence that children’s drawing, manipulating objects, and reflecting are meaning making. Interpretations of data were guided by an activity setting model, affordance theory, and a multimodality and meaning-making conceptual framework. The main findings were that the CPC and the case study are good conduits for exploring the possibilities and challenges that emerge from children’s experiences with open-ended materials in play with other children.

The Arts, Loose Parts and Conversations

Educators today are being asked to design curricula whereby learners’ abilities to analyze, question, problem-solve, evaluate and reflect are being provoked. The quest lies in uncovering suitable teaching approaches that will allow critical thinking skills to emerge organically and meaningfully. I argue that an integration of loose parts can offer a methodology and a provocation that makes way for open-ended, divergent and creative thinking skills to be activated. “Loose parts” can be open-ended materials that are manipulated, designed, dismantled and reconstructed in multiple ways. I also see “loose parts” as a mindset, a process-oriented approach whereby meaningful conversations emerge unexpectedly and add significantly to learning. This article presents two stories to show how arts-based approaches and mindfulness to loose parts can unearth thought-filled and caring conversations. The discussion is inspired and written via a reflective lens of personal encounters, first, in a longitudinal research project with young children in an Indigenous First Nations Community, and, second, with preservice teachers in a university class. It is within these periods that students, teachers and families were impacted by loose parts whereby materials and conversations made way for new perspectives in understanding the world.

Struggles and Successes in Constructivist Jewish Early Childhood Classrooms

ABSTRACTThis study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations. The data indicated that areas that were initially deemed as successes were hard to maintain and seemingly overshadowed by challenges. These areas included understanding constructivist theory, using open-ended materials, and relying on open-ended questions to facilitate knowledge. Furthermore, teachers struggled when comparing information gained by children from classes using a more traditional educational approach. Insights in each area are provided to support Jewish and general studies constructivist teachers.

Reducing the time spent on adult-directed activities

Even with the best plans in the world we have to be willing to adapt in the moment with children, to move away from over pre-planning activities and to focus on the careful placement of open-ended materials.

Особенности ролевого замещения в игре дошкольников с разными материалами

The paper compares the role play of preschool children from 3 to 7 years with two different types of play material: play clothes and open-ended materials. The role is understood as a three-part process, including renaming, changing the appearance and playing actions. It is shown that role substitution depends on the object environment: children of the same age play differently in two different object environments. Children 3-5 years demonstrate more integral play in open-ended environment. They call themselves a role-name and their actions and changing the appearance often support it. In comparison children of this age often rename themselves, but rarely realize a new name in play actions in environment with play clothes. Role substitution of children of 6 years are different: children do not play in a open-ended environment, but they realize plots with varying degrees of complexity in play clothes' environment. It could be explained by the structured environment is much safer for this age group. It concluded that open-ended environment is more suitable for play needs of preschool children, because role substitution is accompanied by research, testing activity, which fill the role with emotionally content.

A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space

ABSTRACTSociodramatic play processes such as role play, transformations, persistence, and metacommunication are regarded as both important markers and facilitators of development. They are also influenced by the nature of the environment and resources available. With increased interest in the influence of naturalized play environments on sociodramatic play, researchers in this study used event sampling to compare sociodramatic play processes of 4- to 5-year-olds in two spaces at their preschool: one traditional and one highly naturalized. Play episodes in the naturalized space persisted for longer, were more mobile, and involved more fantasy role play. A chi-square analysis showed that children in the naturalized yard also demonstrated significantly higher levels of object substitutions, imaginative transformations, and metacommunications. Greater affordance of open-ended materials, flexible playscapes, and a greater sense of seclusion and quiet are proposed as possible factors, with implications for practice and design.