Playful Pedagogy for Deeper Learning: Exploring the Implementation of the Play-Based Foundation Phase in Wales

Autor/inn/en	Wainwright, Nalda; Goodway, Jackie; Whitehead, Margaret; Williams, Andy; Kirk, David
Titel	Playful Pedagogy for Deeper Learning: Exploring the Implementation of the Play-Based Foundation Phase in Wales
Quelle	In: Early Child Development and Care, 190 (2020) 1, S.43-53 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1653551
Schlagwörter	Play; Preschool Curriculum; Outdoor Education; Learning Activities; Cues; Learning Processes; Learner Engagement; Foreign Countries; Teaching Methods; Longitudinal Studies; Curriculum Implementation; Video Technology; Interaction; Peer Relationship; Preschool Children; Well Being; Experiential Learning; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Spiel; Freiluftunterricht; Lernaktivität; Stichwort; Learning process; Lernprozess; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interaktion; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Well-being; Wellness; Wohlbefinden; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The Welsh foundation phase is a play-based curriculum for 3-7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three-year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres suggests increased involvement in learning may result in deeper learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01