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 1472-4421 (https://doi.org/10.1080/09575146.2010.529425)
Other.
Filename: Play_in_the_primary_school_classroom_The_experience_of_teachers_supporting_children_s_learning_through_a_new_pedagogy..docm
Preprint 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.
ORCID iDs
Martlew, Joan ORCID: https://orcid.org/0000-0003-1759-5170, Stephen, Christine and Ellis, Jennifer;-
-
Item type: Article ID code: 29183 Dates: DateEvent2011Published24 January 2011Published OnlineSubjects: Education > Theory and practice of education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 07 Mar 2011 23:27 Last modified: 13 Nov 2024 01:07 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/29183