Portrayals of Play-Based Learning: Misalignments among Public Discourse, Classroom Realities, and Research

Autor/inn/en	Pyle, Angela; Pyle, Martin A.; Prioletta, Jessica; Alaca, Betül
Titel	Portrayals of Play-Based Learning: Misalignments among Public Discourse, Classroom Realities, and Research
Quelle	In: American Journal of Play, 13 (2020) 1, S.53-86 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Teaching Methods; Kindergarten; Play; Educational Policy; Educational Practices; Teacher Attitudes; Teacher Role; Social Attitudes; Preschool Teachers; Barriers; Mass Media Effects; Newspapers; Foreign Countries; Electronic Publishing; Public Opinion; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Politics of education; Bildungspolitik; Bildungspraxis; Lehrerverhalten; Lehrerrolle; Social attidude; Soziale Einstellung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Newspaper; Zeitung; Ausland; Elektronisches Publizieren; Öffentliche Meinung; Kanada
Abstract	Policy makers around the world increasingly mandate play-based learning in kindergarten classrooms, a pedagogical approach backed by research espousing not only the developmental appropriateness of play-based learning for this age group but also the benefits to students' academic achievement. Despite these mandates, researchers continue to see a discrepancy between policy and practice. Using the lens of institutional theory, the authors reviewed the issue and discovered that, although free play seems ubiquitous, teacher involvement in play--often fundamental for academic learning--fails to occur in approximately half of the classrooms studied. The researchers found evidence of an entrenched and limited definition of play as being child directed, a definition perpetuated by media depictions. These findings have direct implications for teaching practice, suggesting a need to develop a broader understanding of play-based learning and its role in classrooms for media outlets and the stakeholders they influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01