Play In Kindergarten Research Articles

One-Year Handgrip Strength Change in Kindergarteners Depends upon Physical Activity Status.

Free play in kindergarten can be roughly divided into fine and gross motor activities, but the effects of these activities on improving handgrip strength are unknown. Therefore, we aimed to compare one-year changes in handgrip strength and forearm flexor muscle size in children separated by preferred play in a kindergarten. One hundred and eleven children were recruited from a local kindergarten. They underwent handgrip strength and forearm muscle thickness measurements, and 95 (49 boys and 46 girls) underwent a second measurement one year after the first measurement. Class teachers assessed the physical activity of everyone in their class after the second measurement. Using three evaluation scores by the class teachers, we divided children into three groups based on the children's preference to play in kindergarten (fine movement vs. gross motor movement). Handgrip strength did not change differently between groups across one year. However, children who liked active playing outside (i.e., gross motor activity) were stronger than others. Furthermore, children who like playing outside observed greater changes than the other groups in the ulna (right hand) and radius muscle thickness (left hand), suggesting that changes in forearm muscle size might be incongruent with changes in handgrip strength among the three activity groups.

Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children.

Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (only free play) attended the same playground (PrimoSport0246) for one hour/week for 10 weeks. Group 3 (structured activity + free play in kindergarten) followed their standard physical education curriculum at school. PF tests (standing long jump, medicine ball throw, and 20 m running speed) were administered pre- and post-intervention. Factorial ANOVA was implemented using a percentage change in PF performance (PFC) as the dependent variable, and teaching approaches, gender, and age as factors. Group 1 demonstrated significant improvements in fitness performance compared with Groups 2 and 3. Moderate to large effect sizes (Cohen's d range: 0.68-1.40) were noted in both males and females. Six-year-old demonstrated the greatest improvement in composite PFC compared to Groups 2 and 3. A structured teaching plan, even with a limited dose of once per week, supported the development of PF attributes in kindergarteners.

Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts

ABSTRACT Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with varying degrees of assistance, yet few studies have looked at the ways teachers target children’s SEL across different play configurations. The current study gathered observational data in 20 play-based kindergarten classrooms. Video data were coded according to the type of play (child-directed or teacher-facilitated), SEL competency, and type of teacher promotion. Across both types of play, teachers focused primarily on supporting children’s relationship skills and self-management skills in an incidental way, while other competencies not practiced spontaneously in play largely went overlooked. Skills were targeted most often during teacher-facilitated play, underscoring the importance of this context for children’s SEL. Overall, these findings illustrate positive examples of teacher promotion of SEL in play, while underscoring the need for more intentional targeting of broader competencies to promote all areas of children’s SEL in a developmentally appropriate manner.

Детская игра как территория свободы

Background. Xe issue of children’s role-playing game belongs to the category of eternal in developmental psychology, since it strongly inYuences not only the theory of child development, but also the practice of preschool education, aZects the interests of the family, and, most importantly, to a large extent determines the direction and quality of the child’s development in preschool age. However, we have seen numerous shi[s in interest to this topic as societal priorities in child development have changed over the past century. In the 21st century, the discussion around the possibilities and conditions for the emergence of pretend play is of great interest on the part of both parents and the professional community. Play represents a speci\c resource for the development of a child in a world of uncertainty and an unpredictable future. Objectives. Xe study aims to analyze the current socio-cultural situation in Russian preschool education from th point of view of the role-playing game development in children, to identify the main reasons for the lack of play in kindergartens, and also to present possible parental and pedagogical educational strategies related to the place and possibilities of play in the development of preschool children. Sample. Xe study involved parents of children attending kindergartens from three regions of the Russian Federation. Xe sample was structured according to the factor of socio-economic situation in the region, as well as the factors “center-periphery”, “city-village”, “type of preschool institution”. Xe number of respondents varied from 1000 to 1200 each year. Method. A number of methods were used in the study. Xese included literature analysis on the research topic, expert evaluation, written survey (questionnaire, with the method of ranking the alternatives by respondents), statistical data analysis (with the method of variance analysis). Results. Based on the analysis of the obtained data, the following results were obtained. Xe rating of parental educational preferences shows that the conYict between learning activities and children’s play, which is discussed in the literature and is actually present in kindergartens, is not based on the real preferences of parents. Xe study revealed the phenomenon of imitation play, which is o[en presented as a real children’s game. An analysis of trends associated with the denial of the role of play in the development of modern children is presented. Conclusion. Ways to overcome the conYict between learning and play are discussed. Xe discrepancies between the real preferences of the family in the \eld of preschool education and their interpretation by preschool teachers are shown. Xe actual preferences of parents provide a picture that can be used to establish productive communication between preschool teachers and parents of children attending kindergarten. Practical application of the results. All the results obtained in the study can be applied in the practice of preschool education, at the level of preschool organizations. Xe areas of application of the results obtained include organization of a real, non-imitation, game of preschool children, building up productive communication with the parents of children attending a preschool organization.

Femmephobia in kindergarten education: Play environments as key sites for the early devaluation of femininity and care

In this article, the authors argue for a rethinking of kindergarten education from a critical feminist perspective. They illustrate how the devaluation and denigration of femininity and care – otherwise known as femmephobia – that permeates patriarchal societies is present in the seemingly innocent spaces of play in kindergarten. Tracing femmephobia in the spatial-material arrangements of play, teacher–student interactions during play, and children's play practices in two Canadian classrooms, the authors show how care-related activities and learning are deeply marginalized in kindergarten education. Given these findings, the authors propose a femininity-affirmative pedagogy in early learning. Specifically, they discuss the importance of intentional practice around an ethics of care. The authors argue that a refocus on an ethics of care in early childhood education is urgently needed in collective work towards social change.

Overexcitabilities and creative potential in the kindergarten context: The mediating role of children's playfulness

This study examined the direct and indirect relationships of children's overexcitabilities with their playfulness and creative potential in the kindergarten context. Participants were parents and teachers of 140 Hong Kong Chinese kindergarten children (47.9% girls, mean age = 52.2 months). Parents reported their children's overexcitabilities (imaginational, psychomotor, sensual, intellectual, and emotional), and teachers rated children's playfulness (physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy, and sense of humor) and creative potential (creative personality traits) as demonstrated in the classrooms. Hierarchical regression revealed that controlling for child age, gender, and parental education, children's social and cognitive spontaneity were significant correlates of their creative potential as perceived by the teachers. Moreover, results from the path analytic model showed that the positive relationship between intellectual overexcitability and creative potential was fully mediated by cognitive spontaneity. In contrast, the indirect relationship through social spontaneity was non-significant. The findings suggest that children's daily imaginative and inventive peer play in kindergarten may be conducive to their creative potential. Practically, results underscore the utility of creating a preschool play environment that embraces children's choice, autonomy, and originality while promoting peer interaction and collaboration, as such an approach may cultivate their creative potential.

노래놀이 프로그램 모형 개발 연구

Objectives This study tries to develop a new teaching model of Singing Play in kindergartens and elementary schools based on the community. Methods This Community-based Singing Play Program was developed based on the ADDIE model. The ADDIE model is a stage of analysis, design, development, implementation, and evaluation. This Singing Play Program model applied to 13 kindergarten and elementary school students in Busan, and a final Singing Play Program model was developed. Results First, it was confirmed that a community-based Singing Play kindergarten and elementary School linked program could achieve its meaningful goal. Second, a mixed-age community consisting of young and elementary school students is a strong organization that increases feelings of leadership and belonging as a member of the community, which adds meaning and value to communities. Third, the Community Singing Play Program combines traditional and modern background songs with play, thus playing a role in connecting traditional and modern culture for participants. Fourth, not only did the songs used for singing serve as a useful medium for forming communities, but also played the role of ‘play facilitator’ that encouraged the community to engage in the play. Fifth, the activities of singing programs spread to families, aided in the resolving of conflicts between families and distrust and misunderstandings about each other, leading to the restoration of family functions. Conclusions The Development of Community-based Singing Play Program Model for Connected Education of Kindergarten and Elementary School that it have meaning and value as a program that implements children's and play-oriented curriculum, and the subjects have more leadership and sense of belonging than conflict caused by leadership tattoos or competition during play. In addition, this program played a bridging role in continuing traditional and modern games in this era when play was disappearing.

A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play

ABSTRACT Despite numerous research findings that support play’s positive impact on children’s learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today’s kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers’ capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers’ capacity for implementing guided play practices. Implications and recommendations for future research are included.

Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children’s learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study “We play the future”, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children’s play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher’s participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed.

“Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten

“Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten

Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece

This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.

Exploring digital transformation through pretend play in kindergarten

AbstractDigitalisation and the accompanying transformation processes, involving data, technology and people, are part of children's life and will shape their future. Competences, such as digital skills, as well as creativity, communication, collaboration, critical thinking and problem solving are crucial to these transformation processes. In early childhood, these competences are essentially acquired through play, especially pretend play. The project ‘we play the future’ draws on the potential of pretend play to enable young children to be actively engaged in imagining themselves shaping digital transformation in the roles of inventors, developers and users. Drawing on an analysis of fields currently undergoing digital transformation, eight inputs for pretend play were developed to areas of digital transformation (eg, robotics, autonomous vehicles and Internet of things). Fifteen kindergarten teachers implemented the pretend play on digital transformation in their kindergarten after taking a half‐day introductory professional development course. The children's play was filmed and analysed using qualitative multimodal interaction analysis in order to examine the ways in which the pretend play encourages the exploration of digital transformation amongst the children. The results reveal the potential of pretend play for children to explore digital transformation and to acquire the digital competences needed in the future. Practitioner notesWhat is already known about this topic? Children integrate imaginative digital technology in their play. Guided pretend play is important for children's learning in kindergarten. What this paper adds Ideas for pretend play in kindergarten to enable children developing an understanding of digital transformation in a playful way The paper presents findings from video analysis which indicate that children are using competences needed for the digital future during pretend play Implications for practice Digital education should not just be focused on using and programming digital devices but include pretend play to explore digital transformation; through the inputs for pretend play suggested in the project, the kindergarten teachers support the children developing an understanding of digital technology. The inputs for pretend play enable children to develop competences such as technical and digital skills, as well as creativity, communication, collaboration, critical thinking and problem solving.

Spatial Language of Young Children During Block Play in Kindergartens in Urban China.

Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial locations, deictic terms, dimensions, and shapes and fewer words about spatial features or properties and spatial orientations or transformations. Spatial locations were used most frequently, and young children tended to use vertical location words to represent the corresponding location. Most young children used gestures in conjunction with spatial deictic terms. Among shape words, tetragon words were frequently used, and the representation of spatial shapes showed alternatives, collective tendencies and gender differences. The use of spatial language during the play process had a significant positive correlation with age, the construction structure, and form of block building.

Teaching STEM through play in kindergarten: analysis towards pre-service early childhood teachers preparing the lesson plan

Integrating science with other disciplines like technology and mathematics supports early childhood have awareness and interest in science and affects their overall school performance further down in their education. The integration is commonly referred to as STEM which is an acronym of science (S), technology (T), engineering (E), and mathematics (M). STEM Education is provided to achieve educational aims that prepare people for future life and the workforce. However, designing a STEM-based learning process needs more attention, moreover carried out in early childhood. This study investigates preparing lesson plan early childhood pre-service teachers teaching STEM through play. The study used the phenomenology approach, qualitative data collection through observation, questionnaires, and interviews. The study involved pre-service early childhood teachers semester VII which has experienced the learning process of the Field Teaching Practices. The results showed that pre-service early childhood teachers when designing learning through games had an awareness that early childhood would provide a greater understanding of science concepts than children who teach science through direct instruction. Further findings show that designing the process of learning science through enjoyable experiences is a very important approach to promote students’ understanding of developing kindergarten science concepts.

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

UPAYA MENINGKATKAN KEMAMPUAN BAHASA ANAK MELALUI MEDIA BERGAMBAR

Abstract. This research is in the background of the importance of developing the ability to speak in children for early age so that children have readiness to enter the next level of education and to develop children's language skills in general. Errors that occur in Islamic Kindergarten Play Classes Yapibar Academic Year 2015-2016 are children who lack a lot of new vocabulary, lack of communication between friends and parents towards children and still lack of clarity in talking to children. The general objective of this study is to find out the language development learning process using pictorial media, to determine the response of children after experiencing learning using pictorial media and to find out the improvement of children's language after experiencing learning using pictorial media. The subject of this study was Islamic kindergarten playing class yapibar Academic Year 2015-2016 with the number of students as many as 14 children. This Classroom Action Research is conducted in two cycles where each cycle consists of four stages, namely Planning, Implementation, Observation and Reflection. Improving children's language skills through pictorial media in Islamic kindergarten children Yapibar in the 2015-2016 school year in this study is indicated by an increase in the percentage in the I64,28% cycle of children in the Very Good Developing (BSB) category and because there are some shortcomings in cycle I the second cycle increased to 92.86%. It can be concluded that with interesting and fun learning through pictorial media can improve language skills in children of Group B Islamic Kindergarten Yapibar 2015-2016. Suggestions from the results of this study are that early childhood educators should establish a variety of learning methods, so that children can take part in learning enthusiastically and improve their abilities and reflect on their strengths and weaknesses in teaching and discussing with colleagues to determine actions repair. Keywords: Language Ability, Picture Media, PTK

Preparation of Harmless Play Dough with Some Vegetable Dyes

Preparation of harmless play dough process with vegetable dyes were investigated using various plant extracts (pomegranate flower, onionskin, purple basil, spinach, walnut leaves, red beet, red cabbage, turmeric, Turkish coffee, woad and red pepper) and powders of some plants (woad and Turkish coffee) as direct dye. Play doughs were obtained with plant extract. For this purpose, processed wheat flour with powders of plants by using kneading method with combination of various adjuvants were used. Decay times at room and cold ambient temperatures were determined. Texture and glutomatic system analysis were done for the investigation of the elasticity and elongation features. Prepared play doughs were used as a practical in order to understand whether they show any allergen status during and after play in kindergarten and nursery. The play dough obtained from unheated method was conquered to the other methods based on their properties of both color and longevity.

Effect of Traditional Play on the Sociality Development of Infants Who are Five Years of Age at the Kindergarten

The purpose of this study is to identify the effect of traditional play on the sociality development, that is, advancement for the self-control ability and the social ability. This is the study concerning five years old infants who are decisive period accepting our traditional culture. The objects of this study were sixteen infants, five years old, and taken in S kindergarten of M City of JN province. The results of this study can be summarized as followings ; Traditional play influenced the sociality development, that is, advancement for the self-control ability and the social ability of infants. Also, it was rocognized that traditional play program for infants in kindergarten must consider the safety and sociality. I suggest four proposals on the basis of the suggestion points that I got through the result of this study, and on the basis of the problem that I will have to make up and solve for forward. First, I think that the action of traditional play will be useful in growing of the sociality development if the use of traditional play is done in the long run and the planning with more various programs. Second, we must find the various traditional play which is right at development levels and comes in contact easily, and must seek continuously the way that infants will use easily. Third, teachers and managers must have steadily more interests and must try to make the environment that infants can do traditional play. Fourth, for generalize traditional play, it is a good idea that infants do directly traditional play in kindergarten and do traditional play with their parents at home using the its picture.

Structural conditions for children's play in kindergarten

This article explores how the organisation of children, physical space and materials influences the structural conditions of play in kindergartens in Norway. The main purpose is to analyse relations between the organizational model of the kindergarten and these structural conditions of play. The result are based on a survey and interviews with head teachers and pedagogical leaders from 127 kindergartens. The results indicate that the kindergarten’s choice of organizational model provides varying structural conditions for children`s play. One can conclude that some of the variables included in the study, like access to play materials and group size, may promote the quality of children’s play.