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A Mandate for Playful Learning in Preschool: Presenting the Evidence
Abstract
Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The book presents scientific evidence in support of three points: children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. This book reviews research supporting playful learning along with succinct policy and practice recommendations that derive from this research. © 2009 by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E. Berk, and Dorothy G. Singer. All rights reserved.
... As a Facilitator: Parents who supply play materials and cultivate an engaging atmosphere facilitate children's discovery, hence augmenting language development and social connections (Hirsh-Pasek et al., 2015). As a Playing Partner: When parents engage in play, children are more inclined to participate, enhancing their social connections and language proficiency (Bronfenbrenner, 2005). ...
... Improved Communication: Children who engage in verbal play activities tend to develop a broader vocabulary and better speaking skills. These activities foster interactive communication and encourage language practice in meaningful contexts (Hirsh-Pasek et al., 2015;Littlewood, 1981;McCroskey & Richmond, 1990). Understanding Empathy: Role play provides emotional experiences that help children develop empathy by recognizing and understanding the feelings of others, which is closely linked to social and emotional language skills (Piaget, 1952;Goleman, 1995;Mauliddiyah, 2021). ...
... In one case, a child who initially lacked confidence in interacting with peers showed significant improvement in social and language skills after parents regularly engaged the child in pretend play activities. This finding supports the idea that active parental involvement in play can enhance both the confidence and communication abilities of children, particularly in social contexts (Hirsh-Pasek et al., 2015). ...
The purpose of this research is to investigate the relation between the stimulation of play that is provided by parents and the development of linguistic and social skills in young children. One of the most important methods in which children develop their social, emotional, and cognitive abilities is through play. The purpose of this study was to identify different types of play, such as physical, symbolic, and social play, as well as the role that parents play in supporting these types of play. This was accomplished through observations, interviews with parents, and documenting of play activities. According to the findings, parents who are actively involved in play with their children have the ability to improve their children's social skills, including the ability to share, cooperate, resolve conflicts, and understand diverse points of view. In addition, it was discovered that play stimulation, particularly in the form of role-playing and group play, plays a significant role in the development of empathy, communication skills, and language acquisition. The excessive use of digital media and the restricted amount of time that parents have available to spend with their children were highlighted as variables that inhibit the quality of interactions that occur during play. The findings of this study indicate that parental play stimulation is an essential component in the process of nurturing both social and language development in young children. This finding has implications for both parents and educators in terms of the development of play activities that support children's overall growth and development.
... The playful learning research tradition is built upon contemporary knowledge of child development (Hirsh-Pasek et al., 2009;Ilgaz et al., 2018). According to this perspective, learning during the early years takes place when children engage in active play that enhances meaningful interactions with other children and caregivers. ...
... According to this perspective, learning during the early years takes place when children engage in active play that enhances meaningful interactions with other children and caregivers. This can occur either during free play or through the gentle guidance of teachers where they intentionally prepare toys, materials, games, or activities for children to promote cognitive and social development while still following children's lead and interests (Hirsh-Pasek et al., 2009). ...
... Furthermore, Norwegian ECEC centers contain a lot of free play (Karlsen & Lekhal, 2019) including outdoor play (Moser & Martinsen, 2010). Free play has, together with guided play, been identified as a key to early childhood development and learning (Hirsh-Pasek et al., 2009Weisberg et al., 2015). ...
In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However, Norwegian 15-year-old students score at or below the average in mathematics, reading, and science compared to students in other OECD countries, and average scores are declining OECD (PISA 2022 Results (Volume I): The state of learning and equity in education, 2023). Several factors may contribute to Norwegian students’ average or below-average school performance, e.g., pedagogical weaknesses that were present even before school, in ECEC. An OECD report from 2015 pointed out several challenges in the Norwegian ECEC quality (Early childhood education and care policy review Norway, 2015), related to factors such as structural standards, monitoring of process quality, lack of independence of inspections, lack of understanding regarding monitoring, and insufficient monitoring practices. In this paper, we present: (1) Norwegian policy initiatives implemented in response to the OECD report, and (2) Research conducted after the OECD report on the quality levels of Norwegian ECEC, along with findings from interventions designed to improve quality. Based on this, we discuss the progress since the 2015 OECD report and highlight continuing challenges and important next steps to secure high ECEC quality in Norway for all children. We find that several policy initiatives have been implemented but observed ECEC quality levels after the 2015 report are still in the medium to low range.
... The importance of play in kindergarten is a vital element of childhood, functioning as a main modality for acquiring knowledge and developing. Play-based activities in the kindergarten classroom are essential for promoting children's development in a variety of areas [1]. Children exercise crucial executive processes by engaging in self-directed, imaginative interactions, including problem-solving, decisionmaking, and adaptable thinking [2]. ...
... It is this kind of divergent thinking that establishes the foundation for academic achievement and the development of essential 21st-century abilities. The escalating academic expectations placed on kindergarten classrooms have resulted in a worrisome pattern of decreased playtime and an increased focus on direct instruction, despite the well-recognized importance of play in early childhood [1]. This transition can have negative consequences for children's global development, as they may have difficulties participating in the self-directed, exploratory learning that is essential during this critical period. ...
... success. Giving children the chance to explore, experiment, and participate in selfdirected activities in the natural world fosters a deeper understanding of scientific concepts, mathematical principles, and language skills [1]. This holistic, multisensory approach to learning can help kindergarten students make meaningful connections between academic content and their lived experiences, leading to improved comprehension and retention of information. ...
Children who attend kindergarten are in the golden age for child development. During this period, children undergo significant advancements in various domains, such as physical, mental, and social development. Thus, outdoor activities are a crucial means to support development in these areas. The present literature review will examine the advantages of engaging children in outdoor activities during their kindergarten years. Our objective is to clarify the various benefits of outdoor activities for kindergarten children, including physical, cognitive, social, mental health, and sensory processing advantages.
... Play activities in early childhood learning are ubiquitous across cultures, not only in mathematics, but also in other subjects. Studies have demonstrated that embedded mathematical activities can facilitate learning in early childhood (Hirsh-Pasek et al., 2008;van Oers et al., 2010: pp. 23-37;Thomas et al, 2011: pp. ...
... The study revealed the effects of implementing the early childhood mathematics education program in Japan, where mathematics education is not conducted in preschools and teacher training for the same is not provided (MEXT, 1998). The research findings clarify the feasibility and effectiveness of the program and are consistent with the findings of many previous studies that have demonstrated the relationship between play and learning (Hirsh-Pasek et al., 2008;Sancar-Tokmak, 2015: pp. 5-20;Størksen et al., 2023: pp. ...
... Practical implications for teacher educators and directions for future research are discussed. and accountability in early childhood [22,23] and, taken together, limit children's play in schools as it is (incorrectly) understood to be in direct opposition to learning [3]. When thinking of early childhood educators specifically, such (mis)conceptions of play often translate to teaching curricula to fidelity as a means to accelerate student learning [24,25]. ...
... Play is understood to be universal in the lives of children, regardless of culture [1], and important for their development [2,3]. There exists a robust literature on the science of learning, indicating that children learn best when play is constructed in ways that are meaningful, iterative, and joyful [4][5][6][7]. ...
Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a U.S.-based Hispanic-Serving Institution and how such a course could support student training and capacity for planning playful lessons. We analyzed data collected by our institutional Center for Community Engagement to understand the impact of field-based engagement on student experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed.
... Play activities in early childhood learning are ubiquitous across cultures, not only in mathematics, but also in other subjects. Studies have demonstrated that embedded mathematical activities can facilitate learning in early childhood (Hirsh-Pasek et al., 2008;van Oers et al., 2010: pp. 23-37;Thomas et al, 2011: pp. ...
... The study revealed the effects of implementing the early childhood mathematics education program in Japan, where mathematics education is not conducted in preschools and teacher training for the same is not provided (MEXT, 1998). The research findings clarify the feasibility and effectiveness of the program and are consistent with the findings of many previous studies that have demonstrated the relationship between play and learning (Hirsh-Pasek et al., 2008;Sancar-Tokmak, 2015: pp. 5-20;Størksen et al., 2023: pp. ...
... Los resultados del estudio resaltan la eficacia del empleo de los juegos como una herramienta pedagógica en el ámbito de la educación inicial, para fomentar el desarrollo cognitivo y socioemocional. Este descubrimiento está en consonancia con estudios anteriores que han demostrado que el juego es fundamental para el desarrollo integral de los niños, dado que favorece la exploración y comprensión del entorno mediante experiencias lúdicas y significativas (Fleer, 2018); (Hirsh-Pasek et al., 2009). De acuerdo con (Whitebread et al., 2012), la participación de los niños en actividades lúdicas fomenta el desarrollo de habilidades cognitivas avanzadas, tales como el pensamiento crítico y la resolución de problemas, al implicar la planificación, la reflexión y la toma de decisiones. ...
... Los hallazgos mencionados concuerdan con pág. 4213 los resultados presentados por Sin-ger, Golinkoff y (Hirsh-Pasek et al., 2009), quienes sostuvieron que la participación en juegos estructurados favorece la implicación y la actitud de los niños hacia el aprendizaje, sobre todo cuando las dinámicas están orientadas a ser interactivas y colaborativas. El enfoque respaldado por la teoría del aprendizaje significativo de (Vygotsky, 1978) destaca la importancia de la interacción social y la mediación en el desarrollo cognitivo y socioemocional a través del juego. ...
El artículo explora la importancia del uso de juegos como herramientas pedagógicas en el entorno educativo de los niños en etapas tempranas. El juego integrado en el currículo educativo puede influir positivamente en el desarrollo cognitivo y socioemocional de los estudiantes de educación inicial. El estudio se centra en este aspecto. Se evaluaron el rendimiento cognitivo, la motivación y la participación de los estudiantes antes y después de la implementación de actividades lúdicas mediante un enfoque metodológico mixto que combina análisis cuantitativos y cualitativos. Los estudiantes que participaron en actividades de juego mostraron mejoras significativas en su comprensión de conceptos abstractos y habilidades de resolución de problemas en comparación con los que usaron métodos de enseñanza tradicionales. El grupo de control mostró un aumento del 15.9% en el rendimiento cognitivo y socioemocional, mientras que el grupo experimental evidenció un incremento del 41.7%. El juego destaca como un motor de compromiso y entusiasmo en el aprendizaje, con un aumento del 48.3% en los niveles de motivación de los estudiantes del grupo experimental, en contraste con el 13.3% del grupo de control. El juego facilita la comprensión de conceptos complejos de manera accesible y significativa, promoviendo la disposición para colaborar y trabajar en equipo. Se identificó esto en el análisis cualitativo. Un entorno de aprendizaje inclusivo y colaborativo se favoreció gracias al aumento en la participación activa de los estudiantes y a la mejora en sus habilidades sociales, reportado por los docentes. Las estrategias de juego, como los juegos de rol y las actividades de construcción, fueron identificadas como las más efectivas para fomentar la interacción y el desarrollo socioemocional. Además. El uso de estrategias pedagógicas basadas en el juego es una herramienta poderosa para mejorar el desarrollo cognitivo y socioemocional en la educación inicial, proporcionando una base sólida para el aprendizaje futuro y el desarrollo integral de los estudiantes.
... Children should be able to move freely and choose their activities and materials freely. (Bredekamp, 2004;Hirsh-Pasek et al., 2009;Neuman & Roskos, 1993;Vygotsky, 1978;Weisberg et al., 2013). At the higher range of the F-FCT, teachers frequently take up opportunities to engage children in discussions about their play, and children are encouraged to talk. ...
... (4) Materials. In the high range of the F-FCT, the materials in the classroom are accessible to all of the children (Christie & Roskos, 2006;Hirsh-Pasek et al., 2009). There are varied materials so children can engage in a variety of activities, and most of the materials are intended to be used in an open-ended way. ...
Free choice time (FCT) is on the schedule in nearly every Head Start classroom, but teachers tend to get relatively little training or support regarding how to enact FCT. Given that play is important for children’s development, what authentic play looks like as part of the preschool day should be intentional. The purpose of this study was to define high quality free choice time (FCT) in Head Start classrooms. I developed and piloted the Framework for Free Choice Time (F-FCT), which describes low, middle-range, and high-quality FCT practice. Findings from classroom observations demonstrate some initial validity and reliability of the framework and support the notion that there is a range of teacher practice, even in classrooms administered together. The F-FCT can be used to support preservice and in-service teacher professional development. Future work with the F-FCT may have implications for preschool curricula, policy, and teacher evaluation.
... There are several problems with these language programs. First, ECE-teachers evaluate them as being too focused on academic skills, lacking enough room for play as context for the broader development (including literacy) of young children (Hirsh-Pasek et al., 2008). For instance, practices and principles from formal language education in later years such as vocabulary lessons and repeated story reading were copied, at the cost of rich play experiences. ...
Playing in nature-based places supports early childhood development. In previous years, studies have shown the benefits of nature play for healthy child development, including language development. For early childhood teachers it is insightful to learn together how to develop language education in nature that is supportive of their student’s language development. The aim of this study is to investigate how early childhood education (ECE) teachers make nature-based places function as language learning environments in EC language education. The study took a collaborative action-based research approach and worked in communities of practice (CoP). In these communities, 55 teachers across five schools gathered six times. Based on the analysis of the shared conversations we defined the supportive aspects of nature-based places and related them to the expected outcomes of early childhood language education. We also described the professional changes they made to be able to teach language in nature. These changes were summarized in a model that informs early childhood teachers how to include the pedagogical and linguistic function of nature-based places to work towards the outcomes of EC language education.
... Finally, it is possible that informal math activities are indeed a better predictor of children's overall math skills because their playful context engenders greater motivation to attend to math (Skwarchuk et al., 2014). Consistent with this possibility, there is evidence that playful learning experiences lead to equal or greater learning among preschoolers than direct instruction experiences (Hirsh-Pasek et al., 2008). ...
Children exhibit substantial variation in their early math skills, with pronounced achievement gaps by socioeconomic status (SES) observable even before formal schooling. These SES-related differences in math skills are long-standing and globally observed, prompting investigations into how SES variations in home math environment contribute to early math development. The present study employed a mixed-methods design to examine the relations among SES, key aspects of home math environment, and early math skills in a non-Western context. The sample comprised 122 Chinese parents and their preschool children (Mage = 5.25 years, 52% female) from diverse SES backgrounds. Quantitative analyses indicated that low-SES parents experienced higher math anxiety (large effect) but also placed greater value on math (small effect). Although the frequency of formal math activities did not differ by SES, high-SES parents engaged more in informal math activities and provided math talk with higher quantity and diversity (small effects). Crucially, the study identified parents’ math anxiety and the frequency of informal activities as mediators of SES-related differences in early math skills. Qualitative analyses further revealed that low-SES parents viewed math as essential for future success but defined it more narrowly, focusing mainly on formal practices of concrete skills. The implications for future research and practice are discussed.
... Research indicates that allowing children the freedom to play can enhance creativity and critical thinking skills (K. Hirsh Pasek, R.M. Golinkoff, N. Berkley, 2009). By letting children play according to their interests, they can learn through direct experience. ...
Background: The role of women in the family has evolved, with more women working outside the home in response to economic and social demands. Consequently, women face dual roles, balancing domestic responsibilities with work demands. This double burden affects their informal educational responsibilities towards their children. As a result, both fathers and mothers spend more time at work and return home tired, reducing time available for educating their children. Aim: This study aims to explore the family education process in families with mothers who work as Civil Servants and to identify challenges in children's education. Method: This research uses a qualitative approach with a case study design. The findings indicate that working mothers strive to be involved in their children's education despite time constraints, consistency in emotional interactions, and teaching moral values. Result and Disscusions: Informants attempt to maximize quality time on weekends and interact before bedtime, though emotional involvement is often hindered by work demands. Care from third parties, such as grandparents or professional caregivers, provides emotional stability but may create inconsistencies in the values desired by parents. Conclusion: In conclusion, despite the challenges in family education for working mothers, effective time management strategies, open communication with caregivers, and being a good role model are essential for optimal child education.
... El uso de la cortesía verbal en los juegos también contribuye a reducir los conflictos y a crear un entorno inclusivo, ya que los niños se acostumbran a comunicar sus ideas y emociones de forma respetuosa. Hirsh-Pasek y Golinkoff (2008) afirman que esta habilidad es especialmente importante en ambientes multiculturales, donde los estudiantes pueden tener diferentes estilos de comunicación y normas culturales. Aprender a utilizar la cortesía verbal ayuda a los niños a desarrollar la flexibilidad lingüística necesaria para interactuar en diversos contextos sociales y culturales, permitiéndoles adaptarse y respetar las diferencias en la comunicación (Romero-Reyes, et al. 2024). ...
El presente artículo explora el rol del juego en el desarrollo del lenguaje en la educación primaria, proponiendo estrategias innovadoras para integrar actividades lúdicas en el aula. En el contexto de un sistema educativo que suele priorizar métodos convencionales, esta investigación destaca el potencial del juego para fomentar habilidades lingüísticas y cognitivas en niños de edad temprana. Mediante una revisión sistemática de estudios recientes, se analizaron las modalidades de juego guiado, libre, simbólico y de roles, identificando sus efectos específicos en aspectos como el enriquecimiento de vocabulario, la construcción narrativa y la expresión oral. Los resultados sugieren que el juego guiado facilita la adquisición de vocabulario contextualizado, mientras que el juego libre promueve la creatividad y flexibilidad lingüística. Asimismo, el juego simbólico y de roles contribuyen a la complejidad gramatical y al desarrollo de habilidades pragmáticas, esenciales para una comunicación efectiva. Las conclusiones resaltan la importancia de incluir el juego como herramienta pedagógica en los currículos escolares, subrayando que esta integración favorece no solo el aprendizaje lingüístico, sino también el desarrollo emocional y social de los estudiantes.
... En outre, nos premières recherches (Anwandter Cuellar et al., 2018) ont montré que les enfants ont le potentiel de développer une pensée relationnelle, mais que les pratiques diffèrent par rapport à ce qui est attendu au primaire et au secondaire. En effet, le domaine de la petite enfance (Hewes, 2006;Hirsh-Pasek et al., 2009) ainsi que le milieu scolaire (Ministère de l'Éducation du Québec, 2006) préconisent les pratiques d'éveil aux mathématiques basées sur les jeux et les activités ludiques comme méthodes d'apprentissage privilégiées pour les enfants en bas âge afin de soutenir leur développement global. Cependant, en ce qui concerne le développement de la pensée mathématique relationnelle (dans le sens de Davydov) chez les enfants d'âge préscolaire, très peu de travaux ont étudié l'approche mettant de l'avant le jeu comme pratique éducative. ...
... Si en los ambientes de aprendizaje, ya sean en la escuela como en casa no se deja espacio a la autonomía es más difícil el desarrollo de la misma(Gardner, 2010;Liu, Chen, Yao, 2011). Además, los estilos de vida apresurados que llevamos y el enfoque en actividades académicas y de enriquecimiento ha llevado a una programación excesiva de actividades estructuradas y académicas en los niños a expensas del tiempo de juego(Hirsh-Pasek et al., 2009).En estos apartados hemos dado claridad a la definición de creatividad actual, flexible y abierta a todo el alumnado. Sin embargo, debemos preguntarnos que es lo que piensa el profesorado de qué es la creatividad, cómo se desarrolla y qué percepciones tienen de la misma.De este colectivo depende en gran parte el desarrollo de esta habilidad y, por tanto, es esencial entender que problemáticas podemos encontrar en sus creencias y percepciones. ...
... Moreover, play state also allows children to deal with their sentiment and impact manages their stress, which helps the emotional law. Well, research suggests that structured plays activities, balanced with free play, create a dynamic equilibrium between selfdirected learning and guided social interactions strengthening social-emotional skills overall (Hirsh-Pasek et al., 2008). Strategies utilizing play foster emotional growth in children as emotions are meant to be expressed in a healthy manner, largely owing to the safe space created during the activities. ...
The objective of the study to investigates the effectiveness of play-based learning strategies on cognitive, social, and emotional development in preschools. Effect and relationship between play-based learning strategies on cognitive, social, and emotional development in preschools. The research is quantitative and descriptive in nature. The population was comprised off all public and private ECE schools of tehsil city district Lahore. Data was gathered via a questionnaire. For data analysis, descriptive statistics (Mean and standard deviation) and inferential statistics (Pearson r and regression analysis). The findings of the study revealed that there was highly significant effect and relationship between play based learning strategies and cognitive, social and emotional development. The effectiveness of play-based learning strategies, including Role Play and Dramatic Play, Sensory Play, Storytelling and Puppet Play, Loose Parts Play, and Outdoor Play and Nature Exploration, is well-supported by research highlighting their contributions to cognitive, social, and emotional development in preschool children.
... However, the time effect was more pronounced in the playbased classroom, where students exhibited larger gains, especially in reading comprehension and math operations. These findings align with previous research suggesting that active, playful learning environments foster deeper engagement and skill acquisition, particularly in early literacy and numeracy (Hirsh-Pasek et al., 2009). The playbased classroom also demonstrated significant advantages over the contemporary classroom in vocabulary acquisition. ...
Teaching in kindergarten has shifted in recent decades, with the US lagging behind other countries that embrace play as a core pedagogical approach. While global efforts, such as the UN Convention on the Rights of the Child, and national curricula in countries like Canada, Australia, and New Zealand promote play, opinions on its role in early elementary education (K-2) remain divided in the US, and more research is needed to develop effective teaching strategies. This quasi-experimental, pilot study explored the effects of two pedagogical approaches on Title I kindergarten students’ executive function (EF), receptive vocabulary, and academic achievement, hypothesizing that purposeful play would particularly benefit students from low-income backgrounds. Results showed that the play-based group made significantly greater reading gains, with links between stronger teacher-reported EF skills and higher academic progress. Although some limitations exist, the findings underscore the potential of play-based pedagogy to enhance children's educational outcomes.
... 22 Listening skills are critically formed up to age three, but continue to develop until age 15. 22 Playful learning is also important in preschool as it can enhance academic, social, and emotional outcomes in children. 23 As there are important links between children's listening, learning and wellbeing, gaining an understanding of the impact of the acoustic environment of preschools on these outcomes would be beneficial. Therefore, a scoping review was conducted in order to systematically map research investigating the effect of classroom acoustics and noise on preschool children's listening, learning and wellbeing. ...
Preschool is an important time for children to grow in their experiences, abilities, and knowledge before entering formal school. Therefore, it is vital that the classroom acoustic environment supports children's listening, learning, and wellbeing. The aim of this scoping review was to determine what is known from the literature about the effect of classroom acoustics and noise on preschool children's listening, learning, and wellbeing, and what the knowledge gaps are. The scoping review followed the PRISMA-ScR guidelines. Seven papers met the criteria to be included in the review. The findings suggest that poor classroom acoustic conditions and particularly high noise levels, can have a negative effect on preschool school children's listening and wellbeing, but may not affect word learning at the SNRs investigated. Nevertheless, it would be beneficial to install acoustic solutions and manage noise in preschool classrooms to enhance children's listening, learning, and wellbeing. Future research avenues are discussed.
... Many studies have been conducted to explore BERAKSI learning models in improving aspects of child growth and development in early childhood education institutions. which is relevant to the BERAKSI learning model, namely a study conducted [25][26][27]. Found that structured and interactive play can improve language skills, problem-solving, and social skills in early childhood. This research supports the "Play" component of the BERAKSI model, which is designed to create a learning environment that supports the holistic development of children. ...
Early Childhood Development is very important to shape the character, intelligence, and social skills of children that will have a significant impact on their future. The main objective of this study was to measure the effectiveness of the implementation of the BERAKSI model (playing, creative, discussing and cheerful) on aspects of child development, and to identify factors that support or inhibit the implementation of the model. The research design used a quasi-experimental approach with control and experimental groups. This study was conducted in several Early Childhood Education (ECE) in Bulukumba Regency, where the experimental class implemented the BERAKSI model, while the control class used conventional learning methods. Data collection methods included observation, interviews with teachers, and pre-tests and post-tests to measure child development before and after the implementation of the model. Statistical tests were used to analyze significant differences between the two groups. The results showed that the BERAKSI model significantly improved aspects of child development compared to conventional methods. The average growth value in the experimental group was 62.49 higher, compared to the conventional method of 44.17. This shows the effectiveness of this model in supporting overall child development. Therefore, this study explains that the BERAKSI model is effective in optimizing aspects of child growth and development in early childhood education. This model can also be adopted more widely in ECE in Indonesia. The implications of this study are the need for further training for ECE teachers to implement the BERAKSI model effectively, as well as support from the government and the community to facilitate the implementation of this model.
... While children are immersed in play, they can develop creative and critical thinking, strengthen their motor skills, practice social and emotional skills, and learn content in an engaging and meaningful way, to name a few benefits (Hirsh-Pasek, Masters, et al., 2022;Schlesinger et al., 2020). As play is the most effective medium for a young child's learning and development, it should be the cornerstone of a child's early education (Danniels & Pyle, 2018;Hirsh-Pasek et al., 2009;Singer et al., 2006). ...
... The decline is most acute between PREDICTORS OF CREATIVITY IN CHILDHOOD kindergarten and Year 3 and tapers off in Year 6. This decline is thought to be due to a number of factors such as increased dependence on technologies, reduction of free play, and focus on standardized testing, all impacting the time spent on exploration, reflection, and invention (Hirsh-Pasek et al., 2009;K. H. Kim, 2011). ...
Movement is an intrinsic part of infants’ and children’s brain and cognitive development. Creativity theories and models have mainly focused on cognitive creativity, assessed for example with the alternative uses test in adults. More recently, researchers have proposed an embodied model of creativity. The present study investigated the relationship between personality traits, self-regulation, cognitive abilities, and both cognitive and motor creativity in 6- to 7-year-old primary school pupils (n = 152). We assessed cognitive creativity with a drawing task and motor creativity with Bertsch’s test. We hypothesized that better emotional regulation skills, and self-regulation more broadly, would allow individuals to harness their creative potential for creative achievement and that fluid intelligence and inhibitory control, measured by a delayed reward task, would predict cognitive creativity and motor creativity, respectively. Our results showed that motor and cognitive aspects of creativity were associated with both common and specific individual differences in cognition, self-regulation, and personality traits. Fluid intelligence, the ability to wait for a reward, and strengths for creativity showed positive associations of similar size with motor and cognitive creativity. Higher cognitive and motor creativity were associated with fewer emotional problems. Motor creativity showed a greater positive relationship with cognitive and affective self-regulation responses to a physical challenge than cognitive creativity, which mediated the association between strengths for creativity and motor creativity. Our research highlights the relevance of movement in the development of cognition in childhood and invites further study of an embodied approach to creativity.
... The objective of these activities is to foster children's development and creativity as they work towards a specified objective outlined by the adult [67]. While this strategy is primarily used in a preschool context [68], it may continue to have benefits among older children. ...
Background
Children’s physical inactivity is a persisting international public health concern. While there is a large body of literature examining physical activity interventions for children, the unique physical activity context of low-density communities in rural areas and smaller urban centres remains largely underexplored. With an influx of families migrating to rural communities and small towns, evaluations of health promotion efforts that support physical activity are needed to ensure they are meeting the needs of the growing populations in these settings. The aim of this community-based research was to explore service providers’ and parents’ perspectives on physical activity opportunities available in their community and recommendations toward the development and implementation of efficacious physical activity programming for children in rural communities and smaller urban centres.
Methods
Three in-person community forums with recreation service providers (n = 37 participants) and 1 online community forum with the parents of school-aged children (n = 9 participants) were hosted. An online survey and Mentimeter activity were conducted prior to the community forums to gather participants’ views on the barriers and facilitators to physical activities and suggestions for activity-promoting programs. The service provider and parent discussions were audio-recorded, transcribed verbatim, and analyzed following a deductive approach guided by Hseih and Shannon’s (2005) procedure for direct content analysis. A code list developed from the responses to the pre-forum survey and Mentimeter activity was used to guide the analysis and category development.
Results
Seven distinct categories related to the existing physical activity opportunities and recommendations for programs in rural communities and smaller urban centres were identified during the analysis: (1) Recovery from Pandemic-Related Measures, (2) Knowledge and Access to Programs, (3) Availability, (4) Personnel Support, (5) Quality of Programs and Facilities, (6) Expenses and Subsidies, and (7) Inclusivity and Preferences.
Conclusion
To improve the health and well-being of children who reside in low-density areas, the results of this study highlight service provider and parent recommendations when developing and implementing community-based physical activity programs and interventions in rural and smaller urban settings, including skill development programs, non-competitive activity options, maximizing existing spaces for activities, and financial support.
... Melihat latar belakang permasalahan di Panti Asuhan YBMI, penting bagi para pengelola dan pihak terkait untuk memberikan perhatian khusus pada kebutuhan bermain anakanak. Penelitian menunjukkan bahwa anak-anak yang terlibat dalam aktivitas bermain yang kreatif menunjukkan perkembangan kognitif yang lebih baik dibandingkan dengan mereka yang kurang terlibat dalam kegiatan bermain (Hirsh-Pasek et al., 2009). Oleh karena itu, pengabdian dalam bentuk penyediaan kegiatan bermain yang kreatif dan mendidik menjadi sangat relevan dan penting. ...
Pengabdian di Panti Asuhan Yayasan Bunyanun Marsus Indonesia (YBMI) Semarang bertujuan meningkatkan kualitas waktu bermain dan perkembangan anak-anak secara fisik, mental, dan sosial. Permasalahan yang dihadapi adalah kurangnya waktu, tempat, dan kreativitas bermain, terutama bagi anak-anak usia 2-12 tahun. Melalui kegiatan mencipta permainan dari tanah liat (clay modeling), anak-anak diajak mengembangkan keterampilan artistik, kreativitas, ketahanan mental, rasa percaya diri, kerjasama, dan daya imajinasi. Hasil pengabdian menunjukkan peningkatan signifikan dalam berbagai aspek tersebut. Anak-anak memperoleh manfaat langsung berupa peningkatan keterampilan dan kreativitas serta pengalaman berharga yang mendukung perkembangan mereka ke depan. Kegiatan ini menegaskan pentingnya perhatian dan dukungan berkelanjutan bagi anak-anak di panti asuhan agar mereka dapat tumbuh dan berkembang dengan baik dalam lingkungan yang mendukung dan penuh kasih sayang.
... The findings that early childhood education lecturers and curriculum lecturers in Anambra State did not significantly differ in their perceptions of these implementation strategies align with several studies emphasizing the universal benefits of play-based learning across diverse educational contexts. Literature supports the notion that effective play-based curriculum implementation enhances children's cognitive, social, and emotional development(Bodrova & Leong, 2017;Hirsh-Pasek et al., 2019;Pellegrini & Smith, 2018).The findings of the study on the perceptions of educators regarding the benefits of implementing of play-based learning in Anambra State revealed that the benefits include:Educators perceive play-based learning as essential for fostering creativity and imagination in young children; many educators believe that play-based learning allows children to learn at their own pace and develop a love for learning; educators view play-based learning as beneficial for promoting social-emotional skills such as empathy and collaboration; educatorsrecognize the importance of play-based learning in supporting children's language and communication development; there is a perception among educators that play-based learning helps children develop problem-solving and critical thinking skills; educators value playbased learning to engage children actively in their learning process; educators see play-based learning as an effective approach for addressing individual differences and diverse learning needs; educators perceive play-based learning as aligned with current educational theories and research on early childhood development; educators acknowledge the challenges of implementing play-based learning, including time constraints and curriculum expectations; and there is a belief among educators that professional development opportunities are crucial for enhancing their ability to implement effective play-based learning practices. The findings further revealed that there is general agreement among educators on the perceived benefits of play-based learning, there is a divergence in views regarding the challenges associated with its implementation, particularly concerning time constraints and curriculum expectations. ...
This study explored the impact of a play-based curriculum on cognitive and social development in early childhood, focusing on implementation strategies and outcomes in Anambra State, Nigeria. Three research questions and three hypotheses guided the study. A descriptive survey design was adopted. The population of the study comprised 135 lecturers, including 48 early childhood education lecturers and 87 curriculum lecturers from various tertiary institutions in Anambra State. Given the manageable size of the population, the entire population was utilized for the study. A 30-item questionnaire, validated by five experts and demonstrating a reliability coefficient of 0.83, was used to collect data. The questionnaire had 88% return rate, equating to 119 respondents. Data were analyzed using mean, standard deviation, and t-test statistics at a 0.05 significance level. The findings revealed 10 key components of a play-based curriculum; 10 different implementation strategies of play-based curriculum affect children's cognitive and social development and nine educators' perceptions of the benefits of play-based learning. Based on the findings of the study, it was recommended amongst others that: Teacher training institutions develop and implement comprehensive training programs focused on play-based pedagogies for early childhood educators to enhance understanding and skills among educators in implementing play-based learning leading to improved cognitive and social development outcomes for children; and the Ministry of Education should allocate sufficient resources and materials to create rich, stimulating play environments in early childhood education settings because access to diverse play materials will promote exploration, creativity, and holistic development in children.
... Understanding how preschoolers play on playgrounds and how the environment influences play can shape curriculum design and allow educators to tailor learning activities to align with children's interests and developmental needs (Hirsh-Pasek et al., 2009;Moore, 2014). This awareness enables diverse play materials and settings that stimulate curiosity and creativity (Göncü, 2019). ...
This research aimed to observe preschoolers’ outdoor play behaviours, gather their opinions about the outdoors and examine their drawings related to outdoor activi- ties. Methodology: Using a mixed methods approach, children aged 60 to 69 months were studied over a 4-week period in a preschool setting. Observation, interviews, and drawing tasks were used as data sources, ensuring triangulation. The children’s outdoor play behaviours were video-recorded, and their opinions were taken through one-on-one interviews. The children were asked to draw pictures of the materials they wanted to see in the playground. This study explored how the outdoor environ- ment impacts children’s play behaviour. Research Findings: Using content analysis and frequency distribution, we found that the most frequently played in the school- yard was functional play, and they most often played alone and solitarily. Physical conditions, such as the schoolyard grounds, material diversity, and material types within the play environment, affected children’s outdoor play behaviours. The schoolyard setting led children to consider alternative play types and toys. The chil- dren stated that they mostly preferred to play in the park area and playhouse within the schoolyard. The children also stated that they wanted to see fixed park compo- nents, sports, dramatic play, arts, entertainment, and natural areas. In addition, the observed play behaviours and children’s views regarding the schoolyard supported one another. Practice and Policy: These results support the theory that the environ- ment impacts behaviour and show that outdoor spaces tailored to children’s wishes and needs are an effective way to encourage quality play behaviours.
... Blok diagram metodologi yang digunakan seperti pada gambar dibawah ini. [12,13,14]. Mereka juga memiliki fitur pendukung seperti penghargaan, leaderboard, dan level yang dapat diatur untuk meningkatkan persaingan dan mendorong siswa untuk belajar. ...
Tujuan dari pengabdian masyarakat ini adalah untuk mempromosikan model inovasi pembelajaran melalui game edukasi berbasis visi komputer di TK Puri Cendekia Surabaya daerah perbatasan Gersik Inovasi pembelajaran yang dimaksudkan untuk meningkatkan interaksi dan keterlibatan anak-anak selama proses pembelajaran dan untuk meningkatkan perkembangan kognitif dan motorik mereka melalui permainan yang mendidik dan bisa menciptakan suasana yang sangat menyenangkan. Sosialisasi ini membuat dan menerapkan game edukasi yang menggunakan teknologi visi komputer untuk mengidentifikasi gerakan tangan dan tubuh anak-anak. Hal ini memungkinkan mereka untuk berinteraksi langsung dengan konten pembelajaran yang ditampilkan di layar. Hasil sosialisasi model ini menunjukkan bahwa game edukasi berbasis visi komputer dapat meningkatkan keinginan anak-anak untuk belajar, kemampuan menyelesaikan masalah, dan keterampilan motorik halus. Selain itu, komentar positif dari orang tua dan guru menunjukkan bahwa model ini dapat diadopsi secara lebih luas di berbagai institusi.
... An emergent curriculum affords opportunities for teachers and children to engage in a full spectrum of playful learning opportunities (Hirsh-Pasek et al., 2009;Zosh et al., 2018). With intentional learning goals for children in hand, children can step in and Specifically, what are the children trying to find out? 5 ...
Este estudio tuvo como objetivo desarrollar un videojuego con elementos de gamificación para mejorar el aprendizaje matemático en alumnos de primaria, específicamente en operaciones de suma y resta, competencias clave para el segundo grado. Se realizó una evaluación del desempeño académico y la motivación de los estudiantes mediante un enfoque cuantitativo. Se empleó un diseño experimental de pretest-postest con grupo de control para este estudio. Los resultados mostraron que el grupo que utilizó el videojuego obtuvo un desempeño superior y experimentó una mayor satisfacción en comparación con el grupo de control, que recibió una enseñanza tradicional. Se concluye que utilizar la gamificación a través de videojuegos educativos puede ser una estrategia efectiva para aumentar tanto el aprendizaje como la motivación en matemáticas.
This study explores the collaboration between Counseling Guidance (CG) teachers and tahfidz teachers in enhancing the self-happiness of students memorizing the Qur'an at SDIT Robby Radiyah. Self-happiness is crucial for effective Qur'anic memorization, given the demanding nature of the task, which requires focus, concentration, and emotional well-being. A descriptive qualitative approach was employed. Data were collected through interviews, observations, and document analysis, using purposive sampling that included the principal, two CG teachers, five tahfidz teachers, and students. Source triangulation involving the foundation and parents was utilized to ensure validity, and findings were presented descriptively. The study found that CG teachers, through counseling services, addressed students' boredom, stress, and emotional challenges. Concurrently, tahfidz teachers implemented a fun yet disciplined approach to guide memorization. This collaborative effort, reinforced by parenting, social support, and diverse activities, created a supportive environment that fostered happiness, motivation, and emotional well-being in students. The synergy between CG and tahfidz teachers, combined with external support systems, plays a pivotal role in promoting students' self-happiness, thereby enhancing their ability to memorize the Qur'an effectively. Collaboration between CG and tahfidz teachers, supported by parenting and social factors, significantly contributes to the self-happiness and motivation of students memorizing the Qur'an, highlighting the importance of an integrated approach to holistic educational success.
Perkembangan literasi di Indonesia sejauh ini masih belum menunjukkan kinerja yang menggembirakan. Dalam uji keterampilan membaca tingkat internasional melalui tes PISA (Programme for International Student Assessment) tahun 2018, skor literasi Indonesia masih menempati peringkat ke 64 dari 70 negara. Ini menunjukkan lemahnya keterampilan membaca pada anak-anak di Indonesia. Untuk meningkatkan kualitas SDM di pedesaan, diperlukan upaya untuk meningkatkan kemampuan Bahasa pada anak. untuk meningkatkan minat baca serta kemampuan membaca awal, program literasi bahasa dengan strategi mental imagery storytelling dilaksanakan di Desa Mandasari Kecamatan Cikancung Kabupaten Bandung Provinsi Jawa Barat. Program dilasanakan secara daring dan luring. Peserta sebanyak 25 orang dengan rentang 5-12 tahun. Hasil menunjukkan peserta antusias dan aktif dalam mengikuti kegiatan
The adult's sensitivity to the child's communicative signals, their prompt and appropriate response to the child's needs for security, protection, and comfort, along with their ability to regulate emotions in the face of childhood stress, are parenting skills associated with attachment quality. Various instruments and observation scales code these constructs. Furthermore, developmental psychology has made significant contributions regarding the affective and communicative exchanges between parents and children during early stages of life and their implications for the formation of emotional bonds. The objective of this study is to describe the development and preliminary analysis of a new observation scale called: Quality of Interaction and Secure Attachment Potential (CIPAS), which aims to simply integrate the different parameters of the interactive relationship between attachment figures and children in early childhood. The construction process and initial psychometric analyses from a pilot sample are presented. The results showed very high inter-rater reliability, with an overall kappa value of κ=0.88. The relevance of CIPAS is discussed not only as a valuable tool for developmental psychology research but also as an effective instrument to guide educational practices in promoting secure attachment and quality interaction in young children.
The contributions in this volume address the need to expand the discourse on the relationship between culture, schooling, and children’s learning experiences and each chapter provides a unique piece that broadens the understanding of these connections. Several themes emerge: parental beliefs and cultural models shape children’s schooling and learning experiences and social interactions with peers and teachers; quality early childhood education, play-based approaches, and playful learning are important to children’s school success and development; cultural variables intersect with other forces such as historical events, oppression, socioeconomic status, and political ideologies in complex ways to shape children’s learning experiences; and schools are contexts for academic and cultural learning. Together the chapters weave a story that views learning as an activity that takes place within cultural contexts and highlights the macro and micro forces that shape children’s everyday learning experiences. The chapters in this volume acknowledge and situate children’s learning experiences within the historical events, economic conditions, political ideologies, parental belief systems, cultural models, and national policy initiatives that influence children’s schooling and learning experiences. Some of these works honor the experiences of Indigenous, newcomer, and first-generation children and children of underrepresented communities. The vital role that policymakers, teacher educators, schools, and classroom educators play in these endeavors emerges throughout the volume.
Language acquisition is a multifaceted process through which children develop the ability to understand, produce, and utilize language for communication. This study explores the cognitive processes and social factors involved in language development, with a focus on how environmental contexts such as home, school, and community shape these abilities. Utilizing a qualitative approach, the research draws from semi-structured interviews, observations, and case studies of 200 participants, including children, parents, and educators, to investigate the roles of phonological awareness, syntax, semantics, and pragmatics in language acquisition. The study is grounded in theoretical frameworks such as Vygotsky’s Sociocultural Theory, Bruner’s Interactionist Theory, and Piaget’s Cognitive Developmental Theory, which provide insights into the interaction of social, cognitive, and environmental factors. The research findings emphasize the importance of structured educational activities, a language-rich environment, and positive social interactions in fostering language development. The study reveals that children who engage in targeted phonological activities, such as rhyming games and sound manipulation tasks, exhibit stronger phonological skills, which are critical for early literacy. It also highlights how syntactic, semantic, and pragmatic skills develop through meaningful interactions with caregivers, peers, and teachers. Additionally, the research underscores the significant role of environmental factors, such as verbal interactions at home and interactive teaching methods in the classroom, in supporting language development. This study addresses gaps in the literature by integrating cognitive mechanisms with social interactions and examining the impact of contemporary contexts, including digital media, on language acquisition. The findings offer practical recommendations for educators and parents, emphasizing the need to create supportive language environments and foster interactive learning experiences. The research contributes to a deeper understanding of the interplay between cognitive processes and environmental influences in language acquisition, providing valuable insights for improving educational practices and supporting children’s linguistic development.
Teacher-child interactions in preschool classrooms have been studied extensively (e.g. Mashburn, Pianta, Hamre, et al., 2008), but these interactions during particularly dynamic times of the preschool day are less well-examined. The current study focuses specifically on teacher-child interactions during free choice time (FCT). Teachers in the two higher-scoring classrooms in the study provided more exposure to talk, more sophisticated talk, longer interactions, more discussions, and fewer directives than teachers in the two lower-scoring classrooms. Given the current lack of training in teacher preparation regarding how to talk with children and how to effectively facilitate FCT, this study has implications for teacher preparation and professional development. This study also adds to a research base demonstrating that well-facilitated playtime in preschools can support children's learning, in this case, language development, in developmentally appropriate ways.
As an increasingly recognized facet of early childhood development, the integration of play into early STEM education is garnering attention. This paper delves into the role of engineering play within early childhood education, emphasizing its application in natural playscape settings. The focus is on investigating the extent to which engineering play can spontaneously emerge in such natural settings. To explore this, we analyzed extensive video footage of preschool children engaging in play on these playscapes. Our findings reveal a spontaneous occurrence of engineering play, highlighting three illustrative cases. These cases provide valuable insights into how playscapes, complemented by strategic adult involvement, can nurture young children’s engineering skills and behaviors. The findings contribute to the growing evidence that young children are capable explorers, particularly in environments that offer a harmonious mix of structured and unstructured elements tailored to their developmental needs. This research has significant implications for early childhood education. It underscores the importance of incorporating engineering concepts into play-based learning and advocates for a nature-oriented pedagogical approach and curriculum. This approach not only promotes engineering thinking and practices among young learners but also advocates for a curriculum that nurtures these skills through playful, natural interactions.
This research aimed to examine the effect of the Matific platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys’ and girls' academic performance after using the Matific platform during mathematics learning. An experimental research design with pre- and posttest was conducted over a four-week period. A convenient sampling technique was used to select twenty preschool students in an intact group (11 girls and 9 boys). Data was collected through the Achievement Test instrument using pretests and posttests. Descriptive statistics and paired samples t-tests were used to evaluate differences in pretest and posttest scores among individuals and groups, with further analysis conducted to examine differences between boys' and girls' performance. Findings suggest that there is significant effect of using the Matific platform on students' academic performance in Mathematics. However, no statistically significant differences were observed between the performance of boys and girls in utilizing Matific.
RESUMEN El presente trabajo tiene como objetivo principal dialogar sobre algunos aspectos relacionados a las neurociencias y la vinculación más específica al aprendizaje por medio del juego y la actividad física (AF) que, si bien las neurociencias son un campo relativamente nuevo, ya ha quedado asentado el enriquecimiento de redes neurales y la plasticidad que promueven diferentes dominios en el comportamiento humano por medio de un estilo de vida activo. Así, el juego y la AF, pueden aportar una mirada positiva hacia un desarrollo más integral, orientada la AF y el juego no solamente al desarrollo de una buena aptitud física, o morfofuncional, sino, más bien, enfocada desde la integralidad y resolución de problemas que pueden abarcar distintas aristas que pueden ser beneficiosas en todo grupo etario. Palabras Clave: Juego, aprendizaje, actividad física. ABSTRACT The main objective of this paper is to discuss some aspects related to neuroscience and the more specific link to learning through play and physical activity (PA). Although neuroscience is a relatively new field, the enrichment of neural networks and plasticity that promote different domains in human behavior through an active lifestyle has already been established. Thus, play and PA can provide a positive view towards a more comprehensive development, with PA and play oriented not only to the development of a good physical or morphofunctional aptitude, but, rather, focused on comprehensiveness and problem solving that can cover different aspects that can be beneficial in all age groups.
Project-Based Learning (PjBL) has been recognized for its potential to enhance various skills, including creativity, among learners. However, its impact on early childhood creativity, particularly within specific cultural contexts, remains underexplored. The aim of this research is to evaluate how culturally relevant PjBL activities, incorporating Indonesian traditions, can enhance creativity in early childhood learners at the Indonesian Consulate General (Konsulat Jenderal Republik Indonesia/KJRI) Penang. A mixed-methods approach was employed, combining both qualitative and quantitative data collection. The study involved designing and implementing PjBL activities based on Indonesian traditions over three months. Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT) before and after the intervention. Additionally, qualitative data were collected through classroom observations and semi-structured interviews with teachers and parents. The quantitative analysis of TTCT scores indicated a significant improvement in various aspects of creativity, including fluency, originality, and elaboration, among the children who participated in the culturally enriched PjBL activities. Qualitative data supported these findings, revealing high levels of engagement, creativity, and enthusiasm among the children. Teachers and parents also observed noticeable improvements in the children’s creative thinking and problem-solving abilities. The integration of Indonesian traditions into PjBL activities effectively enhances creativity in early childhood learners. The findings suggest that culturally relevant educational approaches can significantly contribute to the creative development of young children. This study provides valuable insights for educators and policymakers on the implementation of culturally tailored PjBL to foster creativity in diverse educational.
This report aims to shed light on the pervasive issue of school and
classroom removals experienced by young Black children, with a
particular focus on Charleston and its broader state context in
South Carolina (United States). By examining the forces at play in this type of
discipline, based on exclusion, and highlighting the issue of implicit
bias, we hope to raise awareness of the driving factors that
contribute to this crisis.
This phenomenological study qualitatively examined the encounters, coping strategies, and educational insights derived from the experiences of eight kindergarten educators in the Talomo District, Division of Davao City, as they instructed young students. Identified themes in their experiences encompassed creating created a playful learning environment, tailored instruction for diverse needs, and engaged families in education. Coping mechanisms utilized included managing time effectively, undergoing professional development, and engaging the family in education. Educational insights encompassed the importance of family and community partnership, development of resilience, and to be flexible and adaptable. These findings underscore the varied skills required in guiding the education of young students. Additionally, delving into teachers' experiences not only contributes to a nuanced comprehension of contemporary teaching demands but also offers valuable insights for both educators and educational institutions, potentially leading to enhancements in classroom management and teaching strategies.
This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherland’s dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.
Learn how to support and encourage the development of strong,
nurturing relationships among your students of all neurotypes
and needs with this practical, field-tested guide. Featuring classroom lessons, group activities, and a toolkit for creating social network maps specific to your classroom, this book shows
teachers how to easily implement inclusive practices into their
daily school routines. The book is anchored within a Research
Practice Partnership that demonstrates how teachers can use
simple research tools to gather real-time information about student relationships in their classrooms. Teachers can use this data to organize student groupings and plan classroom activities
that support relational inclusivity. Moving beyond transactional
approaches, like behavioral regulation and rule setting, this book
prioritizes relationship building as vital to fostering inclusive
classroom communities. It is key reading for in-service educators
striving to create the kind of learning environment that meets
the socio-emotional needs of all learners. Pre-service educators,
educational researchers, and administrators can also use this
helpful resource to support ongoing professional development
that prioritizes a student’s sense of belonging and social emotional development in school.
Oyun erken çocukluk dönemi çocukları için en önemli ve en doğal öğrenme aracıdır. Oyun sürecinde yetişkin desteği alan çocukların daha üst düzeyde ve daha derin öğrenme sürecine ulaştıkları görülmektedir. Bu araştırmada okul öncesi öğretmenlerinin sınıflarında rehberli oyunu kullanma durumlarına ilişkin görüşleri incelenmiştir. Araştırmanın çalışma grubunu ölçüt örnekleme yöntemi kullanılarak belirlenen Antalya İli Merkez ilçelerinde bulunan Millî Eğitim Bakanlığı’na bağlı okul öncesi eğitim kurumlarında görev yapan gönüllü 25 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından geliştirilen “Öğretmen Bilgi Formu” ve “Rehberli Oyun Görüşme Formu” aracılığıyla elde edilmiştir. Araştırmanın verileri içerik analizi ile çözümlenmiştir. Araştırma sonucunda öğretmenlerin rehberli oyunu tanımlamakta ve çocukların öğrenmesinde rehberli oyunun kullanımı konusunda belirsizlikler yaşadıkları görülmüştür. Buna rağmen öğretmenler sınıf içi ve dışı öğrenme sürecinde oyunu aktif ve etkin olarak kullandıklarını ifade etmişlerdir. Öğretmenler çocukların oyunlarını geliştirmek, zenginleştirmek ve genişletmek için farklı strateji ve düzenlemeler yapmaktadırlar. Öğretmenler rehberli oyunu planlama, uygulama ve değerlendirme süreçlerinde zorluklar yaşadıklarını ve en çok oyun süreci ile eğitimsel destek süreçlerine ilişkin destek ihtiyaçlarının olduğunu belirtmektedirler. Bu destekleri yüz yüze ve uygulamalı olarak almak istediklerini ifade etmişlerdir.
This chapter explores the use of playful pedagogies, with a particular focus on the Mantle of the Expert (MoE) approach, in college and university courses for teacher-preparation students. The chapter begins with a description of a provocation in which students arrive in a classroom to find footprints, chairs in a circle, and a scarf, leading them to engage in dialog and discover Maurice Sendak’s children’s book, Where the Wild Things Are. The authors highlight the benefits of incorporating play and storytelling in the learning process and emphasize the role of MoE in engaging students of all ages, fostering critical thinking, and developing connections to course concepts. They discuss the importance of reflection and the use of a reflective learning cycle in MoE, emphasizing the transformative potential of experiential learning. The chapter examines the connections between play, critical and creative thinking, and teacher creativity. Emphasizing the need for playful, responsive, and flexible learning opportunities in higher education, the authors advocate for project-based learning to create engaging learning environments. The authors conclude by discussing the potential of decentralizing grades and centralizing play to enhance student motivation and learning outcomes, highlighting the benefits for students and future educators.
In a widely cited follow-up study of disadvantaged preschool attendees, Schweinhart, Weikart, and Lamer (1986a) found that graduates of an early childhood program using direct instruction (DI) methods exhibited higher rates of juvenile delinquency at age 15 than did graduates of two other preschool education models. The present research examined juvenile delinquency outcomes for young children with disabilities in a prospective longitudinal study that tracked the long-term impact of two preschool models - one using DI, the other using a cognitively oriented, child-directed model. We followed 171 children who had been randomly assigned to the two early childhood models. At age 15, the groups did not differ significantly in their level of reported delinquency. Analyses suggest that gender differences in delinquent behavior may provide a more parsimonious explanation than program effects for the earlier Schweinhart et al. findings.
An explanation to account for play behaviors which reflect the reenactment of an unpleasant event has been derived from the view that playful experiences serve to reduce anxiety. It has been suggested that play serves as a neutralizing medium by which young children manipulate a traumatic or anxiety‐inducing situation in an attempt to gain mastery over the event. Observations of young children at play have provided some anecdotal evidence, but as yet there has been no systematic investigation of the hypotheses drawn from the psychoanalytic paradigm. The present study induced a conflict situation in preschool children and compared their subsequent play behavior to a matched neutral group. Pre‐ and post‐physiological and behavioral measures of anxiety and emotional displeasure were taken, and durations of categories of play related to the source of the conflict were recorded. Results supported the view that play provides for the expression, and hence reduction, of an unpleasant event, in that the conflict group showed a reliable decrease in anxiety after play, and the play was related significantly more to the source of the anxiety than was the play of the neutral control group.
Describes negative contributors to young children's pretend play development and how early childhood educators can support both play development and foundational skills. Identifies ways that play influences development and contributes to children's ability to profit from academic activities. Offers suggestions for helping children create an imaginary situation, act out various roles, and play their play, asserting that through mature play, children learn foundational skills preparing them for academic challenges. (KB)
Which is more equitable, teacher-assigned grades or high-stakes tests? Nationwide, there is a growing trend toward the adoption of standardized tests as a means to determine promotion and graduation. “High-stakes testing” raises several concerns regarding the equity of such policies. In this article, the authors examine the question of whether high-stakes tests will mitigate or exacerbate inequities between racial and ethnic minority students and White students, and between female and male students. Specifically, by comparing student results on the Massachusetts Comprehensive Assessment System (MCAS) with teacher-assigned grades, the authors analyze the relative equitability of the two measures across three subject areas — math, English, and science. The authors demonstrate that the effects of high-stakes testing programs on outcomes, such as retention and graduation, are different from the results of using grades alone, and that some groups of students who are already faring poorly, such as African Americans and Latinos/Latinas, will do even worse if highstakes testing programs are used as criteria for promotion and graduation.
An alarming number of American pre-school children lack sufficient language and literacy skills to succeed in kindergarten.
The type of curriculum that is available within pre-kindergarten settings can impact children's academic readiness. This work
presents results from an evaluation of two language and literacy curricula (i.e., Let's Begin with the Letter People and Doors
to Discovery) from a random assignment study that occurred within three settings (i.e., Head Start, Title 1, and universal
pre-kindergarten) and included a control group. The design included a mentoring and non- mentoring condition that was balanced
across sites in either curriculum condition. A pre and post-test design was utilized in the analyses, with children (n=603) tested before the intervention and at the end of the year. Multilevel growth curve modeling, where the child outcomes
(dependent measures) are modeled as a function of the child's level of performance and rate of growth between pre and post-testing,
was used for all analyses. Results indicated that in many key language/literacy areas, the skills of children in classrooms
using either one of the target curricula grew at greater rates than children in control classrooms. This was especially true
in the Head Start programs. The findings from this study indicate that at-risk children can benefit from a well-specified
curriculum. Additionally, findings demonstrate that a well-detailed curriculum appeared to be less important for children
from higher income families. The impact of mentoring was less clear and seemed dependent on the type of skill being measured
and type of program.
The research question posed was "Are there early maternal interactive behaviors that promote (or inhibit) the development of children's ability to see alternatives as reflected in children's symbolic play?" Specifically, it was hypothesized that mother - child dyads whose interactive play periods include greater numbers of options-promoting interactions as compared to options-limiting interactions demonstrate more frequent acts of symbolic play at 18 and 40 months of age. Findings provide evidence of a relationship between children's early social context and options-promoting/limiting behaviors, as well as concurrent and subsequent symbolic play performances.
Given our value system, we would like to argue that any demonstrated benefits of intervention are worth the cost…. Unfortunately, for policymakers benefits must be defined in practical terms, and these are always ones of economic feasibility. Only when gains translate into economic savings is the effectiveness of intervention truly conceded. In an era of tight government budgets, it is impractical to consider active investment programmes for all persons. The real question is how to use the available funds wisely. The best evidence supports the policy prescription: invest in the very young and improve basic learning and socialization skills … efficiency would be enhanced if human capital investment were reallocated to the young. (Heckman, 2000, p. 8) Early childhood education is receiving widespread attention as one of the most effective ways to promote children's educational success. Preschool programs are a centerpiece of many school and social reforms; in 2002 alone, government expenditures totaled $22 billion for programs targeting children from birth to age five (White House, 2003). The main attraction of early childhood programs is their potential for prevention and cost-effectiveness, especially when compared to the well-known limits of remediation and treatment (Durlak, 1997; Heckman, 2000). In child welfare and juvenile justice, for example, most services are provided to treat families and children after problems have occurred rather than to prevent the need for services or to provide early intervention (Cohen, 1998; MacLeod & Nelson, 2000).
The effect of play on children has become the subject of intense debates in America. Many preschools and elementary schools have reduced or even eliminated play from their schedules. Play is being replaced by lessons focused on cognitive development, particularly literacy and reading, to match the content of standardized testing. The focus on cognition and literacy also found its way into policies and proposals for Head Start. The Bush administration initially wanted to change Head Start from a comprehensive intervention to a literacy program. However, changing the law governing Head Start would have required considerable time. To move the program in the desired direction more quickly, the administration imposed new protocols on how the program should be run (decisions that are within its power). This chapter looks at the lessons learned fromHead Start's 40 years of existence, the whole child approach to education, and the theory and practice of children's play and development.
This chapter examines the role of mathematics in children's play and the role of play in early mathematics education. The confluence of environment and biology guarantees that virtually all children acquire major aspects of everyday mathematics (EM). Children's EM is ubiquitous, often competent, and more complex than usually assumed. It involves activities as diverse as perceiving which of two plates of cookies has "more" and reflecting on the issue of what is the largest number. It should therefore come as no surprise that EM is a significant aspect of children's play. Children use informal skills and ideas relating to number, shape, and pattern as they play with blocks or read storybooks. Indeed, EM provides the cognitive foundation for a good deal of play, as well as for other aspects of the child's life. Even more remarkably, spontaneous play may entail explicit mathematical content: young children can enjoy explorations of number and pattern as much as messing around with clay.
High-stakes testing environment creates pressures on educators. These summative high-stakes tests have too much riding on them-bonuses to modestly paid people, school closures and loss of jobs, and shame and humiliation for lack of progress. These conditions induce some educators to engage in blatant cheating, or impel them toward acts that are morally ambiguous. The circumstances now affecting education are the same as those that have affected many fields of endeavor, and there is even a social science law to account for this phenomenon-Campbell's law. Whether in finance or in education, both, the blatant and the greyer acts of deceit mislead the public. When indicators take on too much value, as when stakes are high, indicators and educators are corrupted. When the public is misled through outright chicanery or through compromised test validity, the reputation of the whole system and its entire workforce is damaged. If high-stakes testing corrupts the profession as it currently seems to be doing, the nation may lose from the profession those who endured its difficulties for the small honors it bestows. This is too great a price to pay for an accountability system that appears not to work and for which there are alternatives.
Current theoretical and practical conceptualizations in the field of early childhood special education are limited in their attention to the sociocultural context in which development occurs. This article argues for a paradigmatic shift away from the individualistic models of development and learning to a social constructivist model that stems from views of learning and development first articulated by Vygotsky and since expanded upon by Rogoff and others. Such a shift is supportive of the current press for more inclusive classroom practices through an emphasis on the sociocultural context, the role of social activity—including instruction—in learning, and the contributions of learners to their own development. Principles for inclusive early childhood practice are explicated based on the concepts of classrooms as communities, learning as socially mediated, curriculum as contextually relevant and problem based, and assessment as authentic and personally meaningful.
This study investigated the effect of classroom type (more developmentally appropriate—DAP; and less developmentally appropriate—DIP) on the stress behaviors of 102 preschool-age children as moderated by socioeconomic status (SES) and sex. Also explored were activity type participation rates in both classroom types as a function of both SES and sex. Substantive findings indicated that twice the level of overall stress behavior was observed in DIP versus DAP preschool classrooms. In DIP classrooms, lower SES preschoolers exhibited significantly more stress behavior than did higher SES preschoolers. This was not the case in DAP classrooms. Males in DIP classrooms also exhibited more stress behavior during small-motor/paper-and-pencil activities when compared with females in less appropriate classrooms. Lower SES preschoolers were more involved in less appropriate classroom activities than their higher SES counterparts in DIP classrooms. No SES or sex differences in activity type participation were found in more DAP classrooms.
A number of criteria have been suggested for defining play, but no empirical study has been done to see whether observers actually use such criteria to identify play. 5 commonly quoted play criteria were applied by subjects to a videotape of nursery school children's behavior, rated separately for occurrence of play. Agreement among raters was moderate to substantial for the criteria Nonliterality, Positive Affect, and Flexibility, and fair for Means/Ends and Intrinsic Motivation. With the exception of Intrinsic Motivation, all were associated with ratings of play. A test was made of a specific model proposed by Krasnor and Pepler that play is best predicted by a combination of several criteria. The main feature of the model was supported in that the more criteria occurred simultaneously, the more certainly a judgment of play was implied. Some details of the model were not supported. Extensions of the methodology that was used are considered.
Black, low-income children's verbalized fantasy transformations during a 20-min free-play session were examined. 18 same-sex dyads, 6 3½-year-old, 6 5-year-old, and 6 mixed-age dyads composed of a 3½- and 5-year-old partner, equally divided by sex, were observed. Approximately one-half of the girls' and one-third of the boys' utterances represented fantasy transformations, the most frequent of which were animation, reification, and situational attribution, respectively. Children made significantly more object than ideational transformations. Significant sex but no dyad age effects were found. Girls made significantly more transformations overall and significantly more substitution, object realism, and role-attribution transformations than boys. Proportional analyses indicated that girls made relatively more object realism and role-attribution transformations than boys. Boys made relatively more attribution of object property transformations than girls. Results suggest need for further examination of cultural and sex differences in play as a transformational and representational activity.
An unacceptably high first-grade retention rate prompted a study of the early childhood program in the District of Columbia Public Schools, because the system had invested heavily in the program with little success. This report summarizes how the study began, what the study has revealed, and how this research is transforming a major urban school system. (TJQ)
During a career spanning five decades, Edward Zigler has combined scholarly research with public service to promote national and state policies that are good for all children. Often called "the father of Head Start," he served on the planning committee for the program in 1965 and became the first director of the Office of Child Development, which administered the fledgling Head Start program. He has worked in some capacity with every federal administration since then. In this interview, he talks about Head Start's effectiveness in promoting school readiness, which he defines more broadly than cognitive development. He also discusses his views on universal preschool and the urgent need for a child care system in the United States. (Contains 1 endnote and 9 resources.)
National leaders in the field of gifted education have voiced serious concerns regarding the effect of No Child Left Behind on gifted children. This article looks inside classrooms to determine if and how such concerns materialize in the “real world.” A survey of selected teachers in various elementary‐ and middle‐school settings in four Colorado school districts yields their candid commentary on the reality of practices that span socioeconomic and grade‐level descriptors as well as their outlook on the future of gifted education. The respondents and the author then propose changes to assure that the nation's gifted children and their teachers receive the education and resources needed to allow both to achieve their full potential and effectiveness respectively.
Comments on a report by L. J. Schweinhart et al (see record
1988-07790-001) that purports to show that preschoolers taught by direct instruction end up with twice the rate of delinquency of children who come through the program with which Schweinhart is affiliated. It is argued that Schweinhart's data (1) argue against a difference in delinquency rates, (2) do not show a statistically significant difference between the direct-instruction group and the child-centered nursery school group, and (3) were geared toward male delinquency. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Academic preschools have been caricatured in the popular press; what are these preschools really like, and to what extent are they created by teachers?
The authors of this chapter propose and test a model of individual differences in the development of emergent literacy. The model provides a means for evaluating the contribution of various aspects of the home environment to children's emerging literacy skills and helps to clarify the processes by which family environment and different domains of emergent literacy are related.
Although preschool for disadvantaged children is strongly supported nationally as a beneficial endeavor, the research that underlies this support has mostly been limited to small-scale, high-quality programs. Some have questioned the ability of public schools to provide similar experiences and outcomes for young children. This study finds that large-scale public school programs can provide developmentally appropriate experiences for disadvantaged young children that contribute to increased skills in first grade. Based on a measure of fidelity of implementation of the High/Scope curriculum, it appears that programs implementing the curriculum moderately to very well contribute more to school success than programs with low levels of implementation. It is recommended that policy makers consider the use of a system combining ongoing evaluation of practices with staff training as a way of maintaining high levels of program implementation and effectiveness.
Since individuals construct educational policies and practices according to their beliefs, the conceptual systems of proponents and opponents of hot-housing must be considered. Such systems can be based either on “closed beliefs” or data. Such consideration may provide an answer to the question, “Does hothousing rob children of their childhood?” Belief systems are built with the constructs of belief, intention, attitude, and value concepts. Beliefs of parents develop from both broad socio-historical views and from the parents' personal histories. If parents and educators form beliefs about hothousing which ignore relevant data, they may educate in a manner which increases “achievement anxiety,” and makes children feel they have value only when they are “producing.” As an alternative, children should be offered learning activities which provide opportunities for intellectual exploration and flexibility.
Incl. abstract Gerald Bracey continues his annual reports on the state of public education in the U.S. Much of this report is devoted to the implementation of the federal No Child Left Behind Act. Bracey finds problems with its adequate yearly progress (AYP) and highly qualified teacher requirements. He also examines the past year's developments in the areas of vouchers, charter schools, testing, the 'Texas miracle,' and Edison, as well as noting the 20th anniversary of 'A Nation at Risk.' The report is accompanied by a group of Golden Apple Awards.
Cognitive consequences of play and exploration were examined by assigning 36 economically disadvantaged preschoolers to one of three treatment conditions: sociodramatic play training, exploration training, and free-play control. Post-treatment assessment revealed distinctly differential consequences of the three conditions. Play training enhanced: (a) sociodramatic activity; (b) imaginativeness; and (c) comprehension and production of sequentially organized information. Exploration trained subjects gave more accurate and detailed descriptions of concrete stimuli, both as they examined them and from memory. Free-play opportunities did not enhance performance on any of the 21 dependent measures employed.
A major issue in child development is the extent to which educational intervention can impact the pattern of growth. The High/Scope Perry Preschool study, which began in 1962, has now reported results through age 27. These findings indicate significantly improved social responsibility and educational performance in adult life by children who participated when compared with the randomly assigned nonparticipating group of children. A benefit-cost study found a return of $7.16 for each dollar invested. However, such outcomes are found only from specific, high-quality operations. The longitudinal High/Scope Curriculum Comparison study found that children who had experienced a highly intensive academic program were significantly less socially responsible at age 23 than were children from programs that encouraged individual choice and initiative. These studies indicate that children at ages 3 and 4 are at a sensitive period in their development toward stable adult-behavior patterns. High-quality early education programs can significantly improve adult adjustment and performance. However, such programs need to involve the child in active experiences and independent decision-making to be effective.
It is generally accepted that early childhood education improves the cognitive performance of children in poverty in the short-term, but whether cognitive effects persist in the long-term is hotly debated. This paper presents the results of a critical review of 38 studies of the long-term effects of early childhood programs on children in poverty. Outcomes examined include IQ, achievement, and academic success as measured by grade repetition, special education placement, and high school graduation. Early childhood education is found to produce persistent effects on achievement and academic success, but not on IQ (with some exceptions). Head Start and public school programs produce the same types of effects as better funded model programs, but at least some of the effects are smaller. Cost-benefit analysis based on one randomized trial finds that the economic return from providing early education to children in poverty far exceeds the costs. Head Start, public school preschool education, and education in high-quality child care programs all offer avenues for government investment to improve the long-term cognitive development and academic success of children in poverty.