Play-based pedagogy: An approach to advance young children’s holistic development

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2022-06-01 DOI:10.4102/sajce.v12i1.1133
Prosper Lunga, S. Esterhuizen, M. Koen
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引用次数: 4

Abstract

Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.
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游戏教学法:促进幼儿全面发展的方法
背景:儿童的整体发展包括身体、认知、社会情感、道德和情感的发展,并存在于幼儿发展教育中。根据研究,儿童通过不同年龄段的教学法进行学习。因此,在早期实施基于游戏的方法的重要性。这项研究以游戏作为学习螺旋的理论为基础。目的:本研究旨在展示如何利用游戏教学法来促进幼儿的整体发展。背景:南非豪登省的三个幼儿发展中心参与了Thutopapadi(基于游戏的学习)研究。行动学习组(ALS)由一名R级教师和两名从业者组成;R级辅导员和三名西北大学研究人员。方法:我们在参与式行动学习和行动研究(PALAR)设计中采用了定性方法,以探究基于游戏的教学法在多大程度上有助于促进幼儿的整体发展。ALS和photovoice举行的会议记录被用于生成数据。与会者对ALS期间讨论的主题进行了反思和交流。我们使用主题内容分析的原则来分析生成的数据。结果:这项研究的结果表明,为了支持幼儿的整体发展,从业者和家长应在社交和学习环境中最大限度地使用基于游戏的方法。结论:应采取后续行动,确保幼儿发展教育中心采用的教学法符合幼儿发展的需要。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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