'Uncharted Territory': Teachers' Perspectives on Play in Early Childhood Classrooms in Ireland during the Pandemic

Autor/inn/en	O'Keeffe, Christina; McNally, Sinead
Titel	'Uncharted Territory': Teachers' Perspectives on Play in Early Childhood Classrooms in Ireland during the Pandemic
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Keeffe, Christina) ORCID (McNally, Sinead)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1872668
Schlagwörter	Teacher Attitudes; Play; Early Childhood Teachers; Foreign Countries; COVID-19; Pandemics; School Closing; Distance Education; Parent Teacher Cooperation; Teaching Methods; Social Emotional Learning; Ireland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Spiel; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Irland
Abstract	School closures due to the COVID-19 pandemic have disrupted the education of 91% of students worldwide. As a critical process in supporting young children's resilience, play is increasingly recognised as a valuable pedagogical strategy within a shifting educational landscape during the pandemic. This study reports on findings from a survey on play in early childhood education of 310 early childhood teachers during primary school closures in Ireland. Eighty-two per cent of teachers recommended play strategies to parents during remote teaching and home schooling and almost all teachers (99%) intended to use play as a pedagogical strategy upon school reopening. Teachers believed play was an especially important pedagogical tool in supporting young children's social-emotional development, learning and transition back to school. Over a third highlighted uncertainty surrounding capacity to use play upon school reopening given COVID-19 regulations, emphasising the need for greater guidance to support teachers' commitment to play-based pedagogical strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01