To Play or Not to Play: Teachers' and Headteachers' Perspectives on Play-Based Approaches in Transition from the Early Years Foundation Stage to Key Stage 1 in England

Autor/in	Fisher, Julie
Titel	To Play or Not to Play: Teachers' and Headteachers' Perspectives on Play-Based Approaches in Transition from the Early Years Foundation Stage to Key Stage 1 in England
Quelle	In: Education 3-13, 50 (2022) 6, S.803-815 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1912136
Schlagwörter	Early Childhood Education; Elementary School Teachers; Principals; Teacher Attitudes; Administrator Attitudes; Play; Teaching Methods; Student Adjustment; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehrerverhalten; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Großbritannien
Abstract	This study explores the place of play in KS1 classrooms and the perspectives of teachers and headteachers in adopting play-based practices at the start of primary schooling. Data were collected from a survey of KS1 teachers asking for their views of play as an integral part of KS1 pedagogy. This was followed by interviews with eleven headteachers of schools where a play-based approach is embedded. Findings revealed that whilst teachers were in favour of play in KS1, policy constraints and, in particular, the beliefs of their own headteachers, very often acted as a barrier to the implementation of play in their school. The interviews with the headteachers of schools where a play-based approach is encouraged, reveal the influences on their thinking and beliefs, which include the advocacy of their own teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01