Opin vísindi

Children’s Perspectives of Play and Learning for Educational Practice

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Theobald, Maryanne
dc.contributor.author Danby, Susan
dc.contributor.author Einarsdottir, Johanna
dc.contributor.author Bourne, Jane
dc.contributor.author Jones, Desley
dc.contributor.author Ross, Sharon
dc.contributor.author Knaggs, Helen
dc.contributor.author Carter-Jones, Claire
dc.date.accessioned 2018-03-13T14:39:50Z
dc.date.available 2018-03-13T14:39:50Z
dc.date.issued 2015-11-25
dc.identifier.citation Theobald, M.; Danby, S.; Einarsdóttir, J.; Bourne, J.; Jones, D.; Ross, S.; Knaggs, H.; Carter-Jones, C. Children’s Perspectives of Play and Learning for Educational Practice. Educ. Sci. 2015, 5, 345-362. doi:10.3390/educsci5040345
dc.identifier.issn 2227-7102
dc.identifier.uri https://hdl.handle.net/20.500.11815/631
dc.description.abstract Play as a learning practice increasingly is under challenge as a valued component of early childhood education. Views held in parallel include confirmation of the place of play in early childhood education and, at the same time, a denigration of the role of play in favor for more teacher-structured and formal activities. As a consequence, pedagogical approaches towards play, the curriculum activities that constitute play, and the appropriateness of play in educational settings, have come under scrutiny in recent years. In this context, this study investigates children’s perspectives of play and how they understand the role of play and learning in their everyday activities. This article reports on an Australian study where teacher-researchers investigated child-led insights into what counts as play in their everyday classroom activities. Children (aged 3–4 years) described play as an activity that involved their active participation in “doing” something, being with peers, and having agency and ownership of ideas. Children did not always characterize their activities as “play”, and not all activities in the preschool program were described as play. The article highlights that play and learning are complex concepts that may be easily dismissed as separate, when rather they are deeply intertwined. The findings of this study generate opportunities for educators and academics to consider what counts as “play” for children, and to prompt further consideration of the role of play as an antidote to adult centric views of play.
dc.description.sponsorship Lady Gowrie QLD Health Wellbeing and Happiness Program of QUT’s Children and Youth Research Centre
dc.format.extent 345-362
dc.language.iso en
dc.publisher MDPI AG
dc.relation.ispartofseries Education Sciences;5(4)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Leikur
dc.subject Leikskólabörn
dc.subject Kennsluaðferðir
dc.subject Byrjendakennsla
dc.subject Eigindlegar rannsóknir
dc.title Children’s Perspectives of Play and Learning for Educational Practice
dc.type info:eu-repo/semantics/article
dcterms.license This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/)
dc.description.version Peer Reviewed
dc.identifier.journal Education Sciences
dc.identifier.doi 10.3390/educsci5040345
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of education (UI)

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