Understanding Young Children's Learning through Play

2012 ◽  
Author(s):  
Pat Broadhead ◽  
Andy Burt
Keyword(s):  
Children’S Learning ◽  
Learning Through Play ◽  
Children's Learning

scholarly journals Events of potential learning: how preschoolers produce curriculum at the computer during free play periods

2016 ◽  
Vol 12 ◽  
Author(s):  
Mats Bevemyr ◽  
Polly Björk-Willén
Keyword(s):  
Communities Of Practice ◽  
Complex Mixture ◽  
Educational Practice ◽  
Free Play ◽  
Point Of View ◽  
Children’S Learning ◽  
Social Events ◽  
Learning Through Play ◽  
Almost All ◽  
Children's Learning

The Swedish preschool curriculum emphasizes children’s learning through play. This means that children’s learning in everyday practice is accomplished through a complex mixture of teacher-led activities and activities the children themselves initiate. When learning is viewed as situated and constituted through social interaction (Lave & Wenger, 1991), almost all social events have learning potential. Consequently, from an educational and a curriculum point of view it is important to raise the question of how children’s learning can be made visible, and determine what kind of learning children’s own initiated (play) activities imply. The focus of the paper is on children’s (aged 3-5 years) “communities of practice” at the computer during “free play” period in two various Swedish preschools settings. Events of peer interaction are analyzed in detail to illustrate what kind of learning activities are going on at the computer, and to discuss these events of potential learning in relation to the curriculum goals and the educational practice. From a curriculum point of view, the analyses show that the children’s activities at the computer involve a variety of events that might provides for learning that can be viewed as goal-oriented. From the children’s point of view, the project of socialization seems to be the most prominent goal. A crucial point for educational success, however, is to understand not only what the object of learning is, rather what motivates children’s play apprenticeship in their own “communities of practice”.

scholarly journals Playgroups as sites for parental education

2015 ◽  
Vol 15 (3) ◽  
pp. 227-237 ◽  
Author(s):  
Karen McLean ◽  
Susan Edwards ◽  
Maria Evangelou ◽  
Helen Skouteris ◽  
Linda J Harrison ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Parental Education ◽  
Educational Equality ◽  
Home Learning Environment ◽  
Learning And Development ◽  
Children’S Learning ◽  
Home Learning ◽  
Learning Through Play ◽  
Children's Learning ◽  
Education Initiatives

There is widespread international interest in parental education as a means of promoting educational equality through improving educational outcomes for young children. The research in this area suggests an association between the home learning environment and children’s educational outcomes and highlights the importance of parental education for supporting young children’s learning through play. This article reviews the international literature around parental education initiatives (or ‘interventions’) in early childhood and then considers playgroups as potential sites for parental education. The article identifies the universal features of playgroups that make these sites appealing for the implementation of parental education initiatives and discusses the complexities associated with the design of interventions aimed at meeting the diverse needs of parents attending playgroups. It concludes by providing a case for community playgroups as cultural contexts, to be considered sites for parental education through curriculum aimed at supporting parents to actively engage in their children’s learning and development through play.

scholarly journals Learning through Play: An Interplay between Early Childhood Teachers' Beliefs and Practices in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Matthew James
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
New Zealand ◽  
Ad Hoc ◽  
Case Study Research ◽  
Teacher Interviews ◽  
Beliefs And Practices ◽  
Children’S Learning ◽  
Learning Through Play ◽  
Children's Learning

<p>This study explores teacher conceptions of play and its relationship to children’s learning. It also explores how this influenced the role teachers took during play and the way they approached assessment. This case study research involved three teachers across three early childhood education centres in Wellington, New Zealand. Data drawn on included teacher interviews, observations, document, and field notes. Piaget’s (1973) and Vygotsky’s (1978) Constructivist theories of learning through play provided the theoretical framework informing both data collection and analysis. Findings suggested that teachers held various conceptions about how learning through play could be practiced and how children learn. These beliefs and assumptions were further influenced by an ad hoc range of contextual factors, including the children’s ages, differing centre philosophies and goals. Teachers revealed that the professional development they had been able to access concerning learning through play and assessment had been limited, largely relying on professional development provided by their own centre, discussions with their head teacher, peers, and their own initiative and understanding. This research suggests there is a need to provide ongoing professional development to assist teachers to engage with the place of learning in play-based activities; strategies to assess learning during play activities; and effective documentation. This might help teachers work through the complex and sometimes contradictory ideas about play and children’s learning they encountered and the inconsistencies there were at times between their espoused beliefs and practices.</p>

scholarly journals Learning through Play: An Interplay between Early Childhood Teachers' Beliefs and Practices in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Matthew James
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
New Zealand ◽  
Ad Hoc ◽  
Case Study Research ◽  
Teacher Interviews ◽  
Beliefs And Practices ◽  
Children’S Learning ◽  
Learning Through Play ◽  
Children's Learning

<p>This study explores teacher conceptions of play and its relationship to children’s learning. It also explores how this influenced the role teachers took during play and the way they approached assessment. This case study research involved three teachers across three early childhood education centres in Wellington, New Zealand. Data drawn on included teacher interviews, observations, document, and field notes. Piaget’s (1973) and Vygotsky’s (1978) Constructivist theories of learning through play provided the theoretical framework informing both data collection and analysis. Findings suggested that teachers held various conceptions about how learning through play could be practiced and how children learn. These beliefs and assumptions were further influenced by an ad hoc range of contextual factors, including the children’s ages, differing centre philosophies and goals. Teachers revealed that the professional development they had been able to access concerning learning through play and assessment had been limited, largely relying on professional development provided by their own centre, discussions with their head teacher, peers, and their own initiative and understanding. This research suggests there is a need to provide ongoing professional development to assist teachers to engage with the place of learning in play-based activities; strategies to assess learning during play activities; and effective documentation. This might help teachers work through the complex and sometimes contradictory ideas about play and children’s learning they encountered and the inconsistencies there were at times between their espoused beliefs and practices.</p>

scholarly journals TEMBANG “LIR-ILIR” BAGI GURU GUNA MENUMBUHKAN MOTIVASI BELAJAR DI PENDIDIKAN FORMAL (STUDI KASUS DI TK WAHID HASYIM DINOYO MALANG)

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Endang Sih Pujiharti
Keyword(s):  
Early Childhood ◽  
Formal Education ◽  
Children’S Learning ◽  
Learning Through Play ◽  
Early Childhood Learning ◽  
Descriptive Method ◽  
Motivate Learning ◽  
Important Significance ◽  
Children's Learning

<p><em>Motivation to learn in early childhood are things that need attention from parents, teachers and the community, because it is generally a child is still not able to realize the wishes and needs related to learning without the help of others. Song "Lir-ilir" by Sunan Kalijaga, has a very important significance and depth that can be used as a source of inspiration by teachers to motivate children's learning, because teachers are the leaders for the students. This study aims to determine: 1) The meaning implied in the song "Lir-ilir"; 2) The role of teachers in schools with regard to early childhood learning motivation; 3) Efforts that teachers do to motivate learning early childhood by making the meaning of the song "Lir-ilir" as a source of inspiration. This study used a qualitative approach and descriptive method. The data was collected through interviews, observation and documentation. Result: 1 ) meaning contained in the song "Lir-ilir" very important and in-depth, 2) one of the teacher's role is very important in the learning process is as a motivator. Then the teacher demanded to motivate children's learning. 3) efforts undertaken teachers to motivate the child to learn to make meaning of the song "Lir-ilir" as a source of inspiration is: learn singing, learning through play, using props and iridescence of interest in learning.</em><em></em></p><p><strong><em>Keywords:</em></strong><em> Meaning, Tembang, Motivation, Formal Education.</em></p>

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