Picture of wind turbine against blue sky

Open Access research with a real impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde research outputs.

The Energy Systems Research Unit (ESRU) within Strathclyde's Department of Mechanical and Aerospace Engineering is producing Open Access research that can help society deploy and optimise renewable energy systems, such as wind turbine technology.

Explore wind turbine research in Strathprints

Explore all of Strathclyde's Open Access research content

Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy

Martlew, Joan and Stephen, Christine and Ellis, Jennifer (2011) Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31 (1). pp. 71-83. ISSN 0957-5146

[img] Other (Play in the primary school classroom – The experience of teachers supporting children’s learning through a new pedagogy.)
Play_in_the_primary_school_classroom_The_experience_of_teachers_supporting_children_s_learning_through_a_new_pedagogy..docm - Draft Version

Download (74kB)

Abstract

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.