Guided play as a pedagogical tool for the early grades
South African Journal of Childhood Education
| Field | Value | |
| Title | Guided play as a pedagogical tool for the early grades | |
| Creator | Ndabezitha, Lerato B. Gravett, Sarah | |
| Description | Background: Research has shown the benefits of play for children’s learning and development. Play can also be harnessed for pursuing pre-determined learning goals related to school curricula through ‘guided’ play.Aim: The research inquired into the implementation of a pre-service teacher education course on play as pedagogy to evaluate and refine the course’s design principles.Setting: The study was conducted at the University of Johannesburg, involving pre-service teachers within the Bachelor of Education in the foundation phase of schooling.Methods: The research formed part of a broader design-based research study. The data were collected via questionnaires, interviews, analysis of students’ work and a research journal. A combination of inductive and deductive data analysis was used.Results: The way in which the course was designed and implemented was successful in helping students develop a basic understanding of guided play, although there were gaps in their understanding of their guiding role; student teachers learnt that creativity could be developed through play.Conclusion: In general, the design principles served the course and its implementation well because students learnt much about guided play. However, a major gap was the insufficient focus on guiding practices. Such practices should receive considerable attention in a pre-service teacher education course on guided play. A stronger focus on the interconnectedness of play and creativity in a course on guided play for pre-service teachers will be beneficial.Contribution: The research on teacher preparation for using play-based teaching and learning is limited. This study contributes to addressing this gap. | |
| Publisher | AOSIS | |
| Date | 2024-01-24 | |
| Identifier | 10.4102/sajce.v14i1.1345 | |
| Source | South African Journal of Childhood Education; Vol 14, No 1 (2024); 9 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1345/2640
https://sajce.co.za/index.php/sajce/article/view/1345/2641
https://sajce.co.za/index.php/sajce/article/view/1345/2642
https://sajce.co.za/index.php/sajce/article/view/1345/2643
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