PEDAGOGICAL STRATEGIES THAT IMPROVE CHILDREN’S PLAY-BASED LEARNING
DOI:
https://doi.org/10.17770/sie2017vol2.2254Keywords:
early childhood, learning, pedagogical strategies, playAbstract
This article focuses on the analysis of the issue of children and play-based learning. The theoretical position that play and learning are frequently integrated processes for a child and that there are methods of teacher-child interaction which make play-based learning more efficient, is followed. The pedagogical strategies that enable a child to learn through play without disrupting the authenticity of the play itself are theoretically substantiated: the strategy for promotion of children’s learning “en passant”, the strategy for initiation and promotion of joint attention, the strategy for promotion of children’s learning from peers, the strategy for promotion of communicative teacher-children encounters in play and the strategy for promotion of children’s reflection on play-based learning. On the basis of the qualitative research, the specific methods of practical implementation of each strategy have been described.Downloads
References
Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (2012). Research Methods and Methodologies in Education (3rd ed.). London: Sage.
Barton, M. E., & Tomasello, M. (1991). Joint Attention and Conversation in Mother-Infant-Sibling Triads. Child Development, 62(3), 517-529. doi.org/10.2307/1131127
Bernard, S., Proust, J., & Clément, F. (2015). Procedural Metacognition and False Belief Understanding in 3 - to 5 - Year-Old Children. PloS ONE, 10(10): e0141321. doi.org/10.1371/journal.pone.0141321
Brock, A., Dodds, S., Jarvis, P., & Olusoga, Y. (2009). Perspectives on Play: Learning for Life. Harlow: Pearson Education.
Brown, A. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. Weinert, & R. Kluwe (Eds.), Metacognition, Motivation, and Understanding. Hillsdale: Erlbaum, 65–116.
Cheng, D. P. W., & Stimpson, P. (2004). Articulating Contrasts in Kindergarten Teachers' Implicit Knowledge on Play-Based Learning. International Journal of Educational Research, 41(4/5), 339-352. doi.org/10.1016/j.ijer.2005.08.005
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). Abingdon: Routledge.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks: Sage Publications.
Cutter-Mackenzie, A., & Edwards, S. (2013). Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge through Play-Based Learning. The Journal of Environmental Education, 44(3), 195–213.
Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martintc, C. L. (2014). Playing with Others: Head Start Children's Peer Play and Relations with Kindergarten School Competence. Early Childhood Research Quarterly, 29(3), 345-356. doi.org/10.1016/j.ecresq.2014.04.008
Eun, B. (2010). From Learning to Development: a Sociocultural Approach to Instruction. Cambridge Journal of Education, 40(4), 401-418. doi.org/10.1080/0305764X.2010.526593
Fleer, M. (2015). Pedagogical Positioning in Play – Teachers Being Inside and Outside of Children's Imaginary Play. Early Child Development and Care, 185(11-12), 1801-1814. doi.org/10.1080/03004430.2015.1028393
Fumoto, H. (2011). Teacher-Child Relationship and Early Childhood Practice. Early Years, 31(1), 19-30. doi.org/10.1080/09575146.2010.535790
Hatch, J. A. (2010). Rethinking the Relationship between Learning and Development: Teaching for Learning in Early Childhood Classrooms. The Educational Forum, 74(3), 258-268. doi.org/10.1080/00131725.2010.483911
Hille, K., Evanschitzsky, P., & Bauer, A. (2013). Das kind - die Entwicklung zwischen drei und sechs Jahreren. Köln: Bern.
Hobson, R. P. (2007). Hamlet without the Prince: Shortcomings of an Activity-Based Account of Joint Attention. British Journal of Developmental Psychology, 25, 27-32. doi.org/10.1348/026151006X156890
Lee, C. B., Teo, T., & Bergin, D. (2009). Children’s Use of Meta-Cognition in Solving Everyday Problems: An Initial Study from an Asian Context. Australian Educational Researcher, 36(3), 89-102.
Littelon, K., & Howe, C. (2010). Educational Dialogues Understanding and Promoting Productive Interaction. Abingdon: Routledge.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis. A Methods Sourcebook (3rd ed.). Thousand Oaks: Sage Publications.
Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., & Warwick, P. (2008). Reflective Teaching: Evidence-Informed Professional Practice (3rd ed.). London: Continuum International Publishing Group.
Pramling Samuelsson, I., & Asplund Carlsson, M. (2008). The Playing Learning Child. Towards a Pedagogy of Early Childhood. Scandinavian Journal of Educational Research, 52(6), 623 – 641. doi.org/10.1080/00313830802497265
Pramling Samuelsson, I., & Pramling, N. (2013). Orchestrating and Studying Children’s and Teachers’ Learning: Reflections on Developmental Research Approaches. Education Inquiry, 4(3), 519-536.
Pramling, N., & Pramling Samuelsson, I. (Eds.). (2011). Educational Encounters: Nordic Studies in Early Childhood Didactics. Dordrecht: Springer. doi.org/10.1007/978-94-007-1617-9
Racine, T. P., & Carpendale, J. I. M. (2007). Shared Practices, Understanding, Language and Joint Attention. British Journal of Developmental Psychology, 25, 45-54.
Reischmann, J. (1986). Learning “en passant”: The Forgotten Dimension. The paper presented at the Conference of the American Association of Adult and Continuing Education, Hollywood, Florida, October 23, 1986. Retrieved from http://www.reischmannfam.de/lit/1986-AAACE-Hollywood.pdf
Robson, S. (2010). Self-Regulation and Meta-Cognition in Young Children’s Self-Initiated Play and Reflective Dialogue. International Journal of Early Years Education, 18(3), 227-241.
Sewell, A., St George, A., & Cullen, J. (2013). The Distinctive Features of Joint Participation in a Community of Learners. Teaching and Teacher Education, 31, 46-55.
Sheridan, S., & Pramling Samuelsson, I. (2013). Preschool a Source for Young Children’s Learning and Well-Being. International Journal of Early Years Education, 21(2–3), 207–222.
Skidmore, D. (2007). Pedagogy and Dialogue. Cambridge Journal of Education, 36(4), 503-514. doi.org/10.1080/03057640601048407
Smidt, S. (2009). Introducing Vygotsky: A Guide for Practitioners and Students in Early Years Education. Abingdon: Routledge.
Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2010). Child Perspectives and Children's Perspectives in Theory and Practice. Milton Keynes: Springer.
Tatsis, K., Kafoussi, S., & Skoumpourdi, C. (2008). Kindergarten Children Discussing the Fairness of Probabilistic Games: The Creation of a Primary Discursive Community. Early Childhood Education Journal, 36(3), 221-26. doi.org/10.1007/s10643-008-0283-y
Vangsnes, V., & Økland, N. T. G. (2013). Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens. Technology, Pedagogy and Education, 24(2), 211-230.
Yelland, N. (2011). Reconceptualising Play and Learning in the Lives of Young Children. Australasian Journal of Early Childhood, 36(2), 4-12.
Zurek, A., Torquati, J., & Acar, I. (2013). Scaffolding as a Tool for Environment Education in Early Childhood. International Journal of Early Childhood Environmental Education, 2(1), 27-57.
