Yenilikçi Bir Yaklaşım Olarak Oyun Yoluyla Öğrenme: Öğretmenlerin Bakış Açılarına İlişkin Literatürün İncelenmesi

Abstract

Son yıllarda, oyun yoluyla öğrenme, dünyanın her yerinden farklı eğitim sistemlerinin dikkatini çekmektedir. Erken çocukluk eğitiminde oyun yoluyla öğrenmeyi yaygınlaştırmak için büyük bir çaba bulunmaktadır. Bu çalışmanın amacı, 2012-2022 yılları arasında okul öncesi öğretmenlerinin oyun yoluyla öğrenmeye ilişkin görüşlerini konu alan uluslararası araştırmaları incelemek ve özetlemektir. Bu amaçla farklı eğitim bağlamlarından 33 araştırma incelenmiştir. Yapılan araştırma sonucunda elde edilen bulgular, batı ve doğu ülkeleri arasında oyun ve öğrenme arasındaki ilişki anlayışında bir farklılık olduğunu göstermiştir. Ayrıca, pek çok çalışmada erken çocukluk öğretmenleri oyun yoluyla öğrenmeyi uygularken birçok zorlukla karşılaşmaktadır. Araştırmanın bulguları öğretmenler, aileler ve politika uygulayıcılar için bir rehber olacaktır.

Keywords

• Okul öncesi eğitim
• oyun yoluyla öğrenme
• öğretmen görüşleri
• yarı sistematik derleme

Project Number

1059B192000293

Playful Learning as an Innovative Approach: A Review of the Literature on Teachers’ Perspectives

Abstract

In recent years, playful learning has attracted attention of diverse educations system from all over the world. There is a great effort to disseminate playful learning in early childhood education. The aim of this study is to review and summarize international studies conducted between 2012-2022 on early childhood teachers’ views on playful learning. With this purpose, 33 research studies from different education contexts were investigated. The finding of the study showed that there is a difference in the conception of the relationship between play and learning between western and eastern countries. Also, early childhood teachers face many challenges while implementing playful learning. The findings of the study will be a guide for teachers, families and policy practitioners.

Keywords

• Early childhood education
• playful learning
• teacher views
• semi-systematic review

Supporting Institution

TUBITAK

Project Number

1059B192000293

Thanks

Thanks to TUBITAK 2219 project for supporting my research for 12 months.

References

1. Aldhafeeri, F., Palaiologou, I., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 342–360.
2. Baker, F. S. (2014). Teachers’ views on play-based practice in abu dhabi kindergartens. International Journal of Early Years Education, 22(3), 271–286.
3. Baker, F. S. (2015). Challenges presented to personal theories, beliefs and practices of play in Abu Dhabi kindergartens: The english medium teacher perspective. Early Years: An International Journal of Research and Development, 35(1), 22–35.
4. Baker, M. & Ryan, J. (2021) Playful provocations and playful mindsets: teacher learning and identity shifts through playful participatory research, International Journal of Play, 10:1, 6-24, DOI: 10.1080/21594937.2021.1878770
5. Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning. Australasian Journal of Early Childhood, 41(4), 36.
6. Bubikova-Moan, J., Hjetland, H. N., & Wollscheid, S. (2019). ECE teachers’ views on play-based learning: a systematic review. European Early Childhood Education Research Journal, 27(6), 776-800.
7. Buldu, E. (2022). Understanding the value of play: Recasting playful learning by early childhood teachers. Open Journal for Educational Research, 6(1), 57-68
8. Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical Play Types: What Do They Suggest for Learning About Sustainability in Early Childhood Education. International Journal of Early Childhood, 45(3), 327–346.

9. Fesseha, E. & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-377.
10. Froebel, F. (1900). Pedagogics of the Kindergarten. (Translated by Jarvis, J.) London, Edward Arnold.
11. Fung, C. K. H. & Cheng, D. P. W. (2012). Consensus or dissensus. Stakeholders’ views on the role of play in learning. Early Years: An International Journal of Research and Development, 32(1), 17–33.
12. Gray, C. & Ryan, A. (2016). Aistear Vis-à-Vis the primary curriculum: The experiences of early years teachers in Ireland. International Journal of Early Years Education, 24 (2), 188–205.
13. Guilfoyle, N. & Mistry, M (2013). How effective is role play in supporting speaking and listening for pupils with English as an additional language in the Foundation Stage. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 41(1), 63-70,
14. Hesterman, S. (2018). Too Young to fail: Standardizing literacy in the early years of schooling. Educational Practice and Theory, 40(1), 5–28.
15. Hirsh-Pasek, K., & R.M. Golinkoff. (2008). Why Play= Learning. In Encyclopedia on Early Childhood Development [online], eds. R.E. Tremblay, M. Boivin, & R.D. Peters, topic ed. P.K. Smith, 1–6. Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
16. Howard, J., Miles, G. E., & Rees-Davies, L. (2012). Computer use within a play-based early years curriculum. International Journal of Early Years Education, 20 (2), 175–189.
17. Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5(1), 1-15.
18. Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers' engagement and students' satisfaction with a Playful learning environment. Teaching and Teacher education, 63, 274-284.
19. Khalil, N., Aljanazrah, A., Hamed, G., & Murtagh, E. (2022). Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach. Education Sciences, 12(95), 1-16.
20. Kroll, L. R. (2017). Early childhood curriculum development: The role of play in building self-regulatory capacity in young children. Early Child Development and Care, 187, 854–868.
21. Little, H., Sandseter, E. B. H., & Wyver, S. (2012). Early childhood teachers’ beliefs about children’s risky play in Australia and Norway. Contemporary Issues in Early Childhood, 13(4), 300–316.
22. Lynch, M. (2015). Guys and dolls: A qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693.
23. McArdle, F., Grieshaber, S., & Sumsion, J. (2018). Play meets early childhood teacher education. Australian Educational Researcher; Dordrecht, 1–21.
24. MoNE (2013). Okul Öncesi Eğitim Programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
25. Montessori, M., & Claremont, C. A. (1969). The absorbent mind. New York: Dell Pub.
26. Nicolopoulou, A. (2010). The alarming disappearance of play from early childhood education. Human Development, 53(1), 1.
27. Palaiologou, T. (2016). Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education. Early Years, 36(3), 305-321.
28. Piaget, J. (1962). Play, imitation and dreams in childhood. New York and London: Norton.
29. Pramling-Samuelsson, I. & Carlsson, M. A. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–41.
30. Project Zero- PoP (2016). Towards a pedagogy of play. Retrieved from http://www.pz.harvard.edu/sites/default/files/Towards%20a%20Pedagogy%20of%20Play.pdf
31. Pyle, A. Poliszczuk, D., & Danniels, E. (2018). The challenges of promoting literacy integration within a play-based learning kindergarten program: Teacher perspectives and implementation. Journal of Research in Childhood Education. DOI: 10.1080/02568543.2017.1416006.
32. Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385–393.
33. Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274–289.
34. Pyle, A., DeLuca, C., & Danniels, E. (2017). A Scoping Review of Research on Play-Based Pedagogies in Kindergarten Education. Review of Education, 5(3), 311–351.
35. Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A Model for Assessment in Play-Based Kindergarten Education. American Educational Research Journal. doi:10.3102/0002831220908800
36. Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117–127.
37. Ranz-Smith, D. J. (2007). Teacher perception of play: In leaving no child behind are teachers leaving childhood behind. Early Education and Development, 18(2), 271–303.
38. Rice, L. (2009) Playful Learning. Journal for Education in the Built Environment, 4(2), 94-108.
39. Sisson, J. H. & Kroeger, J. (2017) They get enough of play at home: a Bakhtinian interpretation of the dialogic space of public school preschool. Early Child Development and Care, 187(5-6), 812-826.
40. Synder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.
41. Tsai, C.Y. (2017). How Taiwanese preschool educators view play and apply it in their teaching. International Education Studies 10(4), 152–159.
42. Tsai, C.Y. (2015). Am I interfering? Preschool teacher participation in children play. Universal Journal of Educational Research 3(12), 1028–1033.
43. Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018) Learning through play – pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589-603.
44. Vong, K. P. (2012). Play – a multi-modal manifestation in kindergarten education in China.” Early Years, 32(1), 35–48.
45. Vu, J. A., Han, M., & Buell, M. J. (2015). The Effects of in-service training on teachers’ beliefs and practices in children’s play. European Early Childhood Education Research Journal 23(4), 444–460.
46. Vygotsky, L. (1933). Play and its role in the mental development of the child. Psychology and Marxism Internet Archive.
47. Wallerstedt, C. & Pramling, N. (2011). Learning to play in a goal directed practice. Early Years. DOI:10.1080/09575146.2011.593028.
48. Walsh, G. & Fallon, J. (2021). What’s all the fuss about play. Expanding student teachers’ beliefs and understandings of play as pedagogy in practice. Early Years, 41(4), 396-413.
49. Webster, J. & Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. Management Information Systems Quarterly, 26, 3.
50. Winthrop, R., Barton, A., & McGivney, E. (2018). Leapfrogging Inequality: Remaking Education to Help Young People Thrive. Washington, D.C.: Brookings Institution Press.
51. Wu, S. C. (2014) Practical and conceptual aspects of children’s play in Hong Kong and German kindergartens. Early Years: An International Research Journal, 34(1), 49-66.
52. Wu, S. C., Faas, S., & Geiger, S. (2018). Chinese and German teachers’ and parents’ conceptions of learning at play – similarities, differences, and (in)consistencies. European Early Childhood Education Research Journal, 26(2), 229-245.
53. Wu, S.C. & Rao, N. (2011). Chinese and German teachers’ conceptions of play and learning and children’s play behavior. European Early Childhood Education Research Journal, 19(4), 469–481.