Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy
By J. Martlew, Christine Stephen, Jennifer Butler Ellis. 2011
112 citations recorded by the source corpus.
In Scotland in recent years there has been growing interest in a more play‐based pedagogy commonly described as Active Learning. The research reported in this article is an exploration of moves towards creating an active play‐based learning environment in six Primary 1 classrooms in Scotland and is concerned with (i) the children’s experiences in such a play‐based active learning environment in school and (ii) their teachers’ perspectives on this pedagogical innovation and their roles in supporting the learners. This study examined experiences and perspectives within and across each of the six child‐centred and play‐focused classes. The main findings suggest that the role of the teacher varies between what could be considered as teacher‐intensive and teacher‐initiated activities. ‘Active’ or ‘play‐based’ learning was interpreted differently by teachers; play in some classrooms was peripheral rather than integral to the learning process and curriculum‐embedded.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/f12ddb4fa1abea1c73ae7009aa9cb2654f79da0e
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In Education
Citations in the corpus
- Adult play guidance and children's play development in a narrative play-world (2013, background): “These questions are important to many researchers of early education (Broadhead and van der Aalsvoort 2009; Goouch 2008; Gupta 2009; Martlew, Stephen, and Ellis 2011; McInnes et al. 2009).”
- A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “…combined with the perspective of play and learning as distinct constructs in the classroom setting (Pramling Samuelsson & Johansson, 2006) compound the challenges faced by teachers who report conflicts between mandated curricula and preferred instructional practices (e.g., Martlew et al., 2011).”
- Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms (2014, background): “Considering the proliferation of academic standards in early years curricula, these educators must negotiate a balance between the learning of these academic skills and the use of developmentally appropriate play-based pedagogies (Martlew et al. 2011; Pyle and Luce-Kapler 2014).”