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Akmanoglu, N. et al. (2014) Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. (Journal Article)

Abstract:

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted by using adapted alternative treatments design. Four kinds of data were collected during the study: effectiveness, efficiency, social validity, and reliability. Both teaching methods were found to be effective in teaching target skills to children with autism. Results of the study were compared with the literature and some recommendations were addressed in the study. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)

Date:
January 2014
Volume:
49
Page/s:
17-31
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Pedagogy
  • Pretend play
  • Social cognition
  • Social play
  • Social-emotional
  • Well-being outcomes
Relevant age group/s:
Research discipline:

Pyle, A. et al. (2017) A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (Journal Article)

Abstract:

Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodology, including observations and teacher interviews. Two different teacher profiles emerged: The 1st profile saw play and learning as separate constructs and reported challenges meeting academic demands using play-based learning. Their students primarily engaged in free play. The 2nd profile believed that play could support academic learning and that teachers fill an important role in play. Their students engaged in 5 different types of play, situated along a continuum from child directed to more teacher directed. Practice or Policy: The continuum of play-based learning provides a broader and more concrete definition of play-based learning to help teachers implement this pedagogical approach and to enhance the study of play-based learning in early years research.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
28
Page/s:
274-289
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Free play
  • Games with rules
  • Guided-play
  • Learning
  • Pedagogy
  • Playful learning
  • Pretend play
  • Qualitative methodology
Relevant age group/s:

Whitebread, D. et al. (2005) Developing independent learning in the early years (Journal Article)

Abstract:

This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of ‘metacognitive’ abilities and dispositions. It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are well-established and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.

Date:
January 2005
Publisher or Journal:
Volume:
33
Page/s:
40-50
Synonyms:
  • Cross-sectional
  • Developmental outcomes
  • Metacognition
  • Pedagogy
  • Self-regulation
Relevant age group/s:

Wu, S. (2015) What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten? (Journal Article)

Abstract:

This study investigated Hong Kong and German children's perceptions of play and learning and their relationships. Forty-eight children (24 German and 24 Chinese) playing and learning in the classroom were observed and videotaped for five consecutive days. They were interviewed 3 times about their kindergarten experiences by using free- and cue-recall questions. It is found that the Hong Kong children remembered more academic learning activities, whereas the German children remembered more play events. Most of the Hong Kong children recalled academic learning content, whereas the German children associated learning with play. The findings showed that children's understandings of the relationship between play and learning varied with their classroom contexts. These results suggest that children's perspectives on play and learning should be taken into account by advocating a play-based pedagogy approach or integrating more learning elements into a play-oriented curriculum. The implications for policy and pedagogy are discussed.

Author/s:
Date:
January 2015
Volume:
29
Page/s:
338-351
Synonyms:
  • Free play
  • Learning
  • Pedagogy
  • Playful learning
  • Qualitative methodology
Relevant age group/s: