The Place of Play: From Playground to Policy to Classroom Well-Being

Autor/inn/en	Jachyra, Patrick; Fusco, Caroline
Titel	The Place of Play: From Playground to Policy to Classroom Well-Being
Quelle	In: Sport, Education and Society, 21 (2016) 2, S.217-238 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2014.896331
Schlagwörter	Well Being; Playground Activities; Educational Policy; Teaching Experience; Educational Practices; Educational Change; Curriculum Enrichment; Curriculum Evaluation; Qualitative Research; Semi Structured Interviews; Physical Activities; Teaching Methods; Teacher Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; Kanada
Abstract	In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01