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"it's teaching but not as we know it: using participatory…
"it's teaching but not as we know it: using participatory learning theories to resolve the dilemma of teaching in play-based practice
introduction and background
the early years has had a developmentally appropriate approach
they have a child-centred, child-initiated, holistic learning experience
given opportunity to play, explore and construct in a safe and fun environment
practitioners are to be seen as observers and facilitators to the children
many outsiders of the education world see teachers as people that give direct instructions, techniques that can transmit knowledge to achieve academic goals
education is centred around optimum learning environments
re-conceptualising the role of the adult as teacher in a play-based curriculum
children interacting freely in the environment and the role of the teacher within the play-based experience
the learning of an individual child occurs through a social process so becomes internalised
Vygotsky (1986) " interactions between children and the more capable others are the engine that move cognitive development forward"
development occurs through interactions and participation with other such as teachers, teaching assistants and peers in the classroom
children learn through observing and listening to others in collaborative tasks
learners develop in their households and families that they have cultural and cognitive resources then these can be utilised in the classroom setting
development evolves under the cooperation between the child and the teacher
research design
study known as Early years enriched curriculum project which is an 8yr evaluation about the play-based curriculum
promote sense of self-competence and self-esteem by stimulating children curiosity, creativity social development and engagement with learning
intervention focused on 4-6 year olds in a primary school setting
in Northern Ireland they moved toward more play-based teaching rather than formal teaching
the observation were conducted in two ways 1. free flowing naturalistic observations 2. more structured observations using an instrument to capture the quality of learning
nine quality indicators are: motivation, concentration, independence, confidence, well-being, social-interaction, respect, multiple skills acquisition and high order thinking skills
non-participatory
the practitioner believe that the play solely belongs to the child which allows them to learn and develop
children's learning takes place through ply due to the maturation and interaction and the adult can cause interference
the teachers were passive, hand-off, non-intervening and non-participatory approach to play
the play were seen as a process of discovery and exploration in a free play environment
they emphasised the children confidence, independence, better social and emotional skills and high motivation
all the children scored quite highly on the QLI
over- participatory
some teachers place great value on academic learning and they see their role in play to ensure demands of the curriculums are met.
had difficulty entering to a play-based curriculum without having some instructive style
the teachers spent a lot of time in the reading area, listening to them and they asked about when they would be released to play
the teacher were interrupting their flow of the play experience by asking the children artificial and inappropriate questions linked to aspects of the curriculum
planning appeared less flexible and therefore unable to take advantage of good learning opportunities arising from a playful episode
teachers found it hard to give up their control over the children and what they were learning
there was a result of boredom and disinterest for the children as the activities were too structured
appropriately participatory
getting to know the chidren as individuals , enabling them to tune into the their interests and the knowledge the children already have
needed to develop a strong partnership not only with the children but the parents too.
possess a balanced and shared approach to teaching and learning
conclusions
resolve the underpinning dilemma at the interface of play and teaching
in a child-centred play environment the practitioners needed to be a more facilitative and supportive role for the children
the teachers appeared overly concerned about all the learning outcomes
the playful curriculum requires spontaneity, risk-taking and thinking outside of the box