Teaching in play-based contexts

Sukkar, Hanan and Chapman, Denise 2014, Teaching in play-based contexts, SpringerReference - Humanities, Social Sciences and Law - Encyclopedia of Science Education, pp. 1-1.

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Title Teaching in play-based contexts
Author(s) Sukkar, Hanan
Chapman, Denise
Journal name SpringerReference - Humanities, Social Sciences and Law - Encyclopedia of Science Education
Start page 1
End page 1
Total pages 1
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2014
Keyword(s) ICT in play-based contexts
learning in play-based environments
scaffolding learning
Summary For some lay observers, play is mistakenly viewed as a leisure and uncomplicated activity done by young children. Lay observers may also see early childhood play-based settings as lacking academic opportunities for young children and may regrettably view the role of teachers in early childhood play-based contexts as simply custodial managers of chaos. However, a play-based context sets a stage for meaningful exchanges of thought that can beneficially challenge children's understandings and be particularly suitable for transforming children's everyday understandings to scientific knowledge.

While there have been shifts in theoretical approaches and differing texts on how one may view young children engaging in the human venture of science, early childhood play-based environments are settings for scientific inquiry, which can engender even the youngest of children to be critical thinkers, problem solvers, and reflectors of reason.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category D1 Major review
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063631

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Tue, 27 May 2014, 12:30:11 EST by Hanan Sukkar

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