NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ995271
Record Type: Journal
Publication Date: 2012-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0313-5373
How Do Early Childhood Students Conceptualize Play-Based Curriculum?
Ridgway, Avis; Quinones, Gloria
Australian Journal of Teacher Education, v37 n12 Article 4 Dec 2012
The study's purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student's work to support identified concepts and entered a methodology of dialogue commentary to enrich analysis. Students focused discussion on adult's pedagogical approach linking play to pedagogy through varied interpretations of the concept of sustained shared thinking. We found student conceptualisations of play-based curriculum addressed complexities of their role as beginning early childhood educators in new ways. (Contains 3 tables and 1 figure.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia