ECE Teachers' Views on Play-Based Learning: A Systematic Review

Autor/inn/en	Bubikova-Moan, Jarmila; Naess Hjetland, Hanne; Wollscheid, Sabine
Titel	ECE Teachers' Views on Play-Based Learning: A Systematic Review
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 6, S.776-800 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bubikova-Moan, Jarmila) ORCID (Naess Hjetland, Hanne) ORCID (Wollscheid, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1678717
Schlagwörter	Early Childhood Teachers; Teacher Attitudes; Play; Teaching Methods; Learning Processes; Teacher Role; Foreign Countries; Educational Benefits; Interpersonal Relationship; Parent Attitudes; Teacher Education; Teacher Qualifications; Educational Policy; United Kingdom; Ireland; United States; Australia; New Zealand; Canada; Norway; Sweden; Denmark; Germany; Switzerland; Hong Kong; Japan; China; Oman; Saudi Arabia; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerrolle; Ausland; Bildungsertrag; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elternverhalten; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Politics of education; Bildungspolitik; Großbritannien; Irland; USA; Australien; Neuseeland; Kanada; Norwegen; Schweden; Dänemark; Deutschland; Schweiz; Hongkong; Saudi-Arabien
Abstract	In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01