PLAY-BASED LEARNING CONCEPT AND DEVELOPMENT OF TEACHING AMONG KINDERGARTEN TEACHERS

Shylene F. Aguilar

Abstract


The study aims to navigate the play-based learning concept and development of teaching in private preschools. Specifically, it identifies to explore the concept of a play-based learning approach described in terms of imagination and creativity, cognitive growth, emotional and behavioral benefits, improved literacy, greater independence, and physical fitness. This includes measuring the play-based learning development of teaching in private schools in Vietnam in language and literacy development, social and emotional skills, creativity and imagination, confidence and a positive attitude towards learning, and motor skills. On the other hand, the descriptive correlative quantitative method is utilized to obtain systematic regarding information to describe the situation, population and phenomenon. Likewise, purposive sampling is employed in the study. It is the proper way of selecting the sample size where the respondents chosen have expertise and experience in teaching preschool. The study is conducted in Vietnam because the researcher is presently teaching there which serves as the basis for her study. The study comprised one hundred twenty-five (125) respondents only. Results reveal that the concept of a play-based learning approach on imagination creativity creates a combined imagination and knowledge in the school teachers' practices to stimulate children's development of learning, cognitive growth shows to promote learning development and benefits for students in an interactive environment, emotional and behavioral benefits show to boost self-esteem and joy for the preschool learners to understand better the emotions of every individual child as the center of learning improves literacy shows to develop resources and better learning on the strategy to facilitate learning actively in the trend of quality education, greater independence shows to help socialize and observe cues and interaction on the tasks among the members of the group as part of the learning process, and physical fitness shows to provide motivation on the learning process and implementation on play-based learning in the preschool level of teaching. On the other hand, play-based learning development on language and literacy development shows its best way for learning and play for preschool children on their skills literacy and skills in language, social and emotional skills show to establish the ability to maintain meaningful and healthy relationships towards each other as to support, resolve conflicts, resist negative pressure, listen, cooperate, and communicate clearly, creativity and imagination show to provide concepts for students who are prominent for nature of learning in the subject areas of competency, positive attitude toward learning shows to design and understand the issue of predicting observation on positive learning processes, motor skills show that it requires precision and control among the learners with proper knowledge of the process. Findings show that there is no significant relationship between the concept of the play-based learning approach and the play-based learning development of teaching in private schools in Vietnam among the respondents.

 

Article visualizations:

Hit counter


Keywords


play-based learning and concept, development of teaching, preschool children, imagination and creativity, cognitive growth, emotional and behavioral benefits, improve literacy, greater independence, physical fitness, language and literacy development...

Full Text:

PDF

References


Al-Qinneh, D., & Abu-Ayyash, E. A. (2022). The play-based behaviours of Emirati preschool children: Cultural perspective into early childhood education. Child Care in Practice, 28(3), 394-410.

Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skills towards problem-solving. Thinking Skills and Creativity, 40, 100815.

Aranda, G., Campbell, C., Ferguson, J., & Speldewinde, C. (2022). Introducing Digital Technologies into Play-Based Learning in Early Childhood. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education (pp. 525-551). Springer, Singapore.

Byra, S., & Domagała-Zyśk, E. (2021). Multidimensional assessment of student teachers’ self-esteem and attitudes towards inclusive education and people with disabilities. Teaching Education, 1-18.

Chan, S. W., & Rao, N. (2022). Relation between executive function and early language and literacy development in Bengali, Chinese, and Hindi. Reading and Writing, 1-24.

Cheung, A., Keung, C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis. Teachers and Teaching, 1-15.

Danniels, E., & Pyle, A. (2022). Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers. Early Childhood Education Journal, 1-11.

DeGrasse-Deslandes, K., & Morgan, N. (2022). Play-Based Learning as a Natural Teaching Strategy in the Jamaican Preschool Environment. Play and STEM Education in the Early Years, 237-250.

Denieffe, S. (2020). Commentary: Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing: JRN, 25(8), 662.

Fahrizqi, E. B., Agus, R. M., Yuliandra, R., & Gumantan, A. (2021). The Learning Motivation and Physical Fitness of University Students During the Implementation of the New Normal Covid-19 Pandemic. JUARA: Jurnal Olahraga, 6(1), 88-100.

Friedrich, N., & Stagg Peterson, S. (2022). Assessing four-and five-year old children’s play-based writing: use of a collaboratively-developed assessment tool. Early Years, 1-14.

Gavidia, J. L., & Mariño, C. J. (2021). Reliability of the Instrument with Cronbach's Alpha and Validation of The Hypothesis by ANOVA. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 2964-2978.

Guo, J., Tang, X., Marsh, H. W., Parker, P., Basarkod, G., Sahdra, B., ... & Salmela-Aro, K. (2022). The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. Journal of Personality and Social Psychology.

Hammer, C. S., Cycyk, L. M., Scarpino, S. E., Jury, K. A., & Sawyer, B. E. (2022). Development of the CECER-DLL child and family questionnaire: A new tool for documenting the language and literacy experiences of Latino/a dual language learners. International Journal of Bilingual Education and Bilingualism, 25(6), 2018-2040.

Hartikainen, J., Haapala, E. A., Poikkeus, A. M., Sääkslahti, A., Laukkanen, A., Gao, Y., & Finni, T. (2022). Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces. Learning Environments Research, 1-22.

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091-2108.

Hill Jr, T. M. (2022). The benefits of play-based learning in a Native American community. A Critical Examination of Language and Community, 215.

Hong, J. C., Hsiao, H. S., Chen, P. H., Lu, C. C., Tai, K. H., & Tsai, C. R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers & Education, 166, 104172.

Ivashchenko, O. (2020). Research program: Modeling of motor abilities development and teaching of schoolchildren. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 20(1), 32-41.

Kaiser, G., & König, J. (2020). Analyses and validation of central assessment instruments of the research program TEDS-M. In Student Learning in German Higher Education (pp. 29-51). Springer VS, Wiesbaden.

Khalid, M. S., Zhanyong, Q., & Bibi, J. (2021). The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set. European Journal of Training and Development.

Khalil, N., Aljanazrah, A., Hamed, G., & Murtagh, E. (2022). Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach. Education Sciences, 12(2), 95.

Kim, T. V., Pham, T. N., Nguyen, C. L., Nguyen, T. T., Okely, A. D., & Tang, H. K. (2022). Prevalence of Physical Activity, Screen Time, and Sleep, and Associations with Adiposity and Motor Development among Preschool-Age Children in Vietnam: The SUNRISE Vietnam Pilot Study. Indian Journal of Pediatrics, 89(2), 148-153.

Murtagh, E. M., Sawalma, J., & Martin, R. (2022). Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice, 1-20.

Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2022). A synthesis of quantitative research on programs for struggling readers in elementary schools. Reading Research Quarterly, 57(1), 149-179.

Nicholson, P., & Hendry, H. (2022). A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13, 50(2), 184-196.

Pyle, A., DeLuca, C., Wickstrom, H., & Danniels, E. (2022). Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices. Teaching and Teacher Education, 119, 103855.

Rachul, C., Collins, B., Ahmed, M., & Cai, G. (2021). Twelve tips for designing assignments that foster independence in learning. Medical Teacher, 43(1), 75-79.

Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77.

Renzulli, J., Beghetto, R., Brandon, L., & Karwowski, M. (2022). Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools. Gifted Education International, 38(2), 174-193.

Sari, R. N., & Amalia, A. V. (2021). The Effectiveness of Blended Learning Using Moodle on Student Independence and Learning Outcomes. Journal of Environmental and Science Education, 1(1), 1-7.

Shevlin, H. (2021). Rethinking creative intelligence: comparative psychology and the concept of creativity. European Journal for Philosophy of Science, 11(1), 1-21.

Sungurtekin, S. (2021). Classroom and Music Teachers' Perceptions about the Development of Imagination and Creativity in Primary Music Education. Journal of pedagogical research, 5(3), 164-186.

Sutiani, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117-138.

Tam, A. C. F. (2022). Transforming preschool language teachers’ beliefs of implementing play-based learning in a professional learning community. International Journal of Early Years Education, 1-17.

Thacker, A., Ho, J., Khawaja, A., & Katz, L. (2021). Peer-to-peer learning: the impact of order of performance on learning fundamental movement skills through video analysis with middle school children. Journal of Teaching in Physical Education, 1(aop), 1-11.

Ugalde, L., Santiago-Garabieta, M., Villarejo-Carballido, B., & Puigvert, L. (2021). Impact of Interactive Learning Environments on Learning and Cognitive Development of Children with Special Educational Needs: A Literature Review. Frontiers in psychology, 12, 674033.

Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2022). What facilitates kindergarten teachers’ intentions to implement play-based learning?. Early Childhood Education Journal, 50(4), 555-566.




DOI: http://dx.doi.org/10.46827/ejes.v11i6.5333

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Shylene F. Aguilar

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).