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Pedagojik Açıdan Oyunun Erken Çocukluk Müfredatındaki Önemi ve Oyun Ortamının Çocuğun Gelişim ve Öğrenmesindeki Yeri

Yıl 2020, , 18 - 34, 30.10.2020
https://doi.org/10.32433/eje.746394

Öz

Bu çalışmada, oyun, oyun pedagojisi, oyunun ortamı ve öğretmenlerin oyundaki rolleri İngiltere erken çocukluk eğitim müfredatı çerçevesinde ilgili alan yazından bulgularla birlikte tartışılacaktır. Bu noktalara detaylı bir şekilde değinmeden önce erken çocukluk eğitiminde yüksek kalitede tecrübeler nasıl sağlandığı ve İngiltere erken çocukluk eğitim müfredatının çocukların öğrenmeleri ve gelişmelerini sağlamak için hangi dokümanları ele aldığı kısaca incelenecektir. Bunu takiben, ilk olarak, ¨oyun, çocukların gelişimlerine ve öğrenmelerine nasıl katkı sağlar? ¨ konusu tartışılacak ve açıklanacaktır. İkinci olarak, oyun pedagojisinin ve oyun ortamlarının etkili olarak bu dönemde nasıl kullanıldığına dikkat çekilecektir. Son olarak, erken çocukluk dönemindeki çocukların bu dönemde yüksek kaliteli tecrübe kazanmaları için öğretmenlerin oyun pedagojisindeki rolleri ve oyun ortamlarının sağlanmasının etkileri üzerinde durulacaktır. Sonuç olarak, oyun, oyun pedagojisi, oyunun ortamı ve öğretmenlerin oyundaki rollerini inceleyerek erken çocukluk eğitiminin yüksek kalitede tecrübe sağlamanın çocukların gelişimlerinde ve öğrenmelerindeki yerinin önemli olduğu ve uygulamada dikkate değer noktalar olduğu İngiltere erken çocukluk eğitim müfredatında nasıl yer aldığı vurgulanacaktır. Ancak, oyun pedagojisi ile ilgili olarak, farklı ülkelerin erken çocukluk eğitim sistemlerindeki oyunun yerini ele alan derlemeler Türkiye erken çocukluk eğitim literatüründe az sayıda vardır. Bu yüzden, bu çalışma ülkemizde gelişmekte olan erken çocukluk eğitimi literatürüne, İngiltere’de oyun pedagojisinin nasıl uygulandığını, nasıl çalışıldığını eleştirel olarak sunan bir örnek olarak katkı sağlayacaktır. 

Kaynakça

  • Abbott, L. (1994). Quality Education in the Early years. Philadelphia, PA: Open University Press.
  • Ailwood, J. (2003). Governing Early Childhood Education through play. Contemporary Issues in Early Childhood. 4:3, pp 286- 289.
  • Anders, Y., Sammons, P., Taggart, B., Slyva, K., Melhuish, E., Siraj-Blatchford, I., (2011). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. British Educational Research Journal, 37, 421- 441.
  • Anning, A., (2006). The co-construction of an early childhood curriculum. In Anning, A, Cullen and J., Fleer, M., eds. Early childhood education society and culture. London: Sage Publication.
  • Ball, C., (1999). Quality and professionalism in early childhood. In Abbott L. and Moylett, H., (Ed), Early education transformed. London: New Millennium Series.
  • Bennett, N., Wood, L. and Rogers, S. (1997). Teaching through Play: theachers’s thinking and classroom practice. Buckingham: Open University Press.
  • Bodrova, E. and Leong, D (2005) High quality preschool programs: what would Vygotsky say? Early Education and Development, 16:4, 435-444.
  • Booren, L. M., Downer, J. T., (2012). Observation of children’s interactions with teachers, peers and tasks across pre-school classroom activity setting. Early Education and Development, 23, 517-538
  • Broadhead, P (2004). Early Years Play and Learning Developing Social Skills and Cooperation. London: Routledge Falmer.
  • Broadhead, P. (2009). Conflict resolution and children’s behaviour: observing and understanding social and cooperative plan in early years educational settings. Early Years: An International Journal of Research and Development, 29:2, 105-118.
  • Broadhead, P. (2010). Cooperative Play and Learning from Nursery to Year One. In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.43-59). London: SAGE Publications.
  • Brock, A., Dodds, S., Jarvis, P. and Olusoga, Y. (2009). Perspectives on Play Learning for life. Harlow: Pearson Education Limited.
  • Bulotsky-Shearer, R.J., Wen, X., Faria, A., Hahs-Vaughn, D. L., Korfmacher, J. (2012). National profiles of classroom quality and family involvement: a multi examination of proximal influences on Headstart children’s school readiness, Early Childhood Research Quarterly, 22, 2, 177-338.
  • Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Homes, C., Burchinal, M., et al, 2009. The relations of observed pre-k classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20, 2, 346- 372.
  • Department for Education and Skills (DFES), (2007). ‘The Early Years Foundation Stage’, London DFES.
  • Ditchburn, S. (1988). Conflict management in young children’s play. International Journal of Early Childhood, 20:2, 62-70.
  • Dowling, M. (2010). Young Children’s Personal, Social and Emotional Development. London: Sage.
  • Drake, J. (2001). Planning Children’s Play and Learning in the Foundation Stage. London: David Fulton Publishers.
  • Duncan, J. and Lockwood, M. (2008). Learning Through Play A Work- Based Approach for the Early Years Professiona, London: Continuum International Publishing Group.
  • Einarsdottir, J. (2003). The role of preschools and preschool teachers: Icelandic preschool educators’ discourses, Early Years: An International Research Journal, 23:2, 103-116.
  • Fisher, J (2009) ‘we used to play in foundation it was more funner’: investigating feelings about transition from Foundation Stage to Year 1. Early Years, 29:2, 131-145
  • Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D., & Berk, L. E. (2010). Playing around in school: Implications for learning and educational policy. In A. Pellegrini (Ed.), The Oxford handbook of play (pp. 341–363). New York, NY: Oxford University Press.
  • Fleer, M. (2010) Early Learning and Development: Cultural-Historical Concepts in Play. Australia: Cambridge Press. Heaslip, P. (1994). Making play work in the classroom. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Hirsh-Pasek, K., Golinkoff, R. M., Berk, L.E., Singer, D. (2008). A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford Scholarship Online Book. DOI:10.1093/acprof:oso/9780195382716.003.0001
  • Holzman,L (2009). Vygotsky at Work and Play. New York: Routledge.
  • Hunter, T., & Walsh, G. (2014). From policy to practice? The reality of play in primary school classes in Northern Ireland.
  • Hurst, V. (1994). Observing play in early childhood. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Hyvonen, P. T. (2011). Play in the school context? The perspectives of Finnish teachers. Australian Journal of Teacher Education, 36(8), 4867–3954. doi:10.14221/ajte.2011v36n8.5
  • Innocenti, M. S., Stowitschek, J. J., Rule,S., Killioran, J., Striefel,S. and Boswell,C., (1986). A naturalistic study of the relation between pre-school setting events and peer interaction in four activity context. Early Childhood Research Quarterly, 1, 141-153.
  • Karaoglu, S (2013). Reception classes practitioners’ understanding of the relationship between social emotional development and indoors and outdoors play. Unpublished Master Thesis. Institute of Education, University of London.
  • Löfdhal, A (2006) Grounds for values and attitudes: children’s play and peer- cultures in pre-school. Journal of Early Childhood Research, 4, (1) 77-88.
  • Medina, J. A. S., Lozano, M.V. and Goudena P.P. (2001) Conflict management in pre-schoolers: a cross-cultural perspective. International Journal of Early Years Education, 9:2, 153-160.
  • Miller, D (2007) The seeds of learning: young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6:1, 49-66.
  • Montie, J. E., Xiang, Z. and Schweinhart, L. S., (2006). Pre-school experience in 10 countries: cognitive and language performance at age 7. Childhood Research Quarterly, 21, 313-331.
  • Moyles, J. R. (1994). The Excellence of Play. Philadelphia, PA: Open University Press.
  • Natalie Canning (2010): The influence of the outdoor environment: den‐making in three different contexts. European Early Childhood Education Research Journal. 18:4, 555-566.
  • Nourot, P. M. (2007). Play in the Early Years: Key to School Success. (Policy Brief, 1-3). Retrieved from Early Childhood Funder web site: http://earlychildhoodfunders.org/pdf/play07.pdf
  • Oers, B.V., Duijkers, D. (2012). Teaching in a play-based curriculum: Theory,practice and evidence of developmental education for young children. Journal of Curriulum Studies, iFirst Article, 1-24.
  • Ofsted, (2012). Regulating provision ade before and after school or during holidays. Retrived from Ofsted web site: http://www.ofsted.gov.uk/resources/regulating-provision-made-and-after-school-or-during-school-holidays
  • OFSTED. (2015). Teaching and play in the early years – a balancing act? Retrieved from https://www.gov.uk/government/ publications/teaching-and-play-in-the-early-years-a-balancing-act
  • Pascal, C., Bertram, T. (1994). Evaluating and improving the quality of play. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Pramling Samuelsson, I. and Asplund Carlsson, M. (2008), the playing learning child: towards a pedagogy of early years. Scandinavian Journal of Educational Research,52:6, 623-641.
  • Prentice, R., Matthews, J., Taylor. H. and Hope, G. (2007) Creative Development: learning in and through the arts and desing and technology. Pp 201-243 in Riley, J (ed) Learning in the Early Years: 3-7. London: Sage
  • Pugh, G., (1999). Young children and their families: creating a community response. . In Abbott L. and Moylett, H., eds. Early education transformed. London: New Millennium Series.
  • Ring, K. (2010). Supporting a playful approach to drawing. . In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.113- 126). London: SAGE Publications.
  • Roberts-Holmes, G. (2012): ‘It's the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal of Early Years Education, 20:1, 30-42
  • Rogers, S. (ed.) (2011) Rethinking Play and Pedagogy: contexts, concepts and cultures. London: Routledge
  • Rogers, S. and Lapping C. (2012): Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice, British Journal of Educational Studies, 60:3, 243-260
  • Samuelsson, I. P. and Carlsson, M.A. (2008) The play and learning child: towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52:6, 623-641.
  • Samuelsson, I. P. and Johansson, E. (2007) Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 17: 1, 47-65
  • Saracho, O. N. and Spodek, B. (1998). Multiple Perspectives on Play in Early Childhood Education. Albany: State University of New York Press.
  • Saracho, O. N. and Spotek, B., (2006). Preschool teachers’ professional development. In Spodek, B. and Saracho, O. N. eds 2006. Handbook of research on the education of young children. New Jersey: Lawrence Erlbaum Associates.
  • Scales, B., Almy, M., Nicolopoulou, A., Ervin-Tripp, S. (1991). Play and the Social Context of Development in Early Care and Education. New York: Teachers College Press.
  • Siraj- Blatchford, I. and Manni, L. (2007). Effective Leadership in the Early Years Sector The ELEYS study. London: Insitute of Education, University of London.
  • Siraj-Blatchford, I. and Sylva, K. (2004). Researching pedagogy in English Pre-schools. British Educational Journal Research, 30:5, 713-730.
  • Siraj-Blatchford, I., (2006). Quality teaching in the early years. In Anning, A, Cullen and J., Fleer, M., eds 2006. Early childhood education society and culture. London: Sage Publication.
  • Siraj-Blatchford, I., Sylva, K. and Muttock, S., (2002). Researching effective pedadogy in the early years, Research Report, London.
  • Smith, P. (2010). Children and Play. West Sussex: Wiley-Blackwell.
  • Smith, P. K (1994). Play and the uses of play. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Stephen, C. (2010). Pedagogy: The silent partner in early years learning. Early Years, 30(1), 15–28. doi:10.1080/09575140903402881
  • Stephen, C. (2012). Looking for theory in preschool education. Studies in Philosophy and Education, 31(3), 227–238. doi:10. 1007/s11217-012-9288-5
  • Taggart, B., Edwards, A., Sammons, P., Elliot, K., Siraj-Blatchford, I., (2003). The Effective Provision of Pre-School Education [EPPE] Project: A Longitudinal Study funded by the DfES, Edinburgh.
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  • Wood, E. (2010). Developing Integrated Pedagogical Approaches to Play and Learning. In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.9-25). London: SAGE Publications.
  • Wood, E. (2010a) Reconceptualizing the play- pedagogy relationship from control to complexity. In Brooker, L. And Edwards, S. (Ed.), Engaging Play (pp.11-24). Berkshire: Open University Press.
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The importance of play in pedagogy in curriculum delivery and play provision for young children’s learning and development

Yıl 2020, , 18 - 34, 30.10.2020
https://doi.org/10.32433/eje.746394

Öz

In this study, play, play pedagogy, play provision and teachers’ roles in play in early childhood in accordance with England’s Early Years Foundation Stage (EYFS) will be discussed critically and commented with reference to evidence from the literature. Before examining these points in detail, it will be briefly explained what high-quality experience is and what the EYFS document includes about children’s learning and development. Following this, firstly, it will be discussed and explained how play can contribute to children’s development and learning. Secondly, the consideration will take attention on how play pedagogy and play provision might be used effectively. Thirdly, it will be examined role of teachers in play pedagogy and provision in order to provide the children with high quality experience. In conclusion, by examining how play, play pedagogy, play provision and roles of practitioners in the early years should be valued and implemented for children’s learning and development with a high-quality experience in EYFS. However, there is a surprisingly little research about critical review of playful pedagogy from other countries’ early years education system in Turkish related literature. Therefore, this study will contribute to the growing Turkish early childhood education literature about a sample of implementation of early years’ period in English education system especially from the playful pedagogy.

Kaynakça

  • Abbott, L. (1994). Quality Education in the Early years. Philadelphia, PA: Open University Press.
  • Ailwood, J. (2003). Governing Early Childhood Education through play. Contemporary Issues in Early Childhood. 4:3, pp 286- 289.
  • Anders, Y., Sammons, P., Taggart, B., Slyva, K., Melhuish, E., Siraj-Blatchford, I., (2011). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. British Educational Research Journal, 37, 421- 441.
  • Anning, A., (2006). The co-construction of an early childhood curriculum. In Anning, A, Cullen and J., Fleer, M., eds. Early childhood education society and culture. London: Sage Publication.
  • Ball, C., (1999). Quality and professionalism in early childhood. In Abbott L. and Moylett, H., (Ed), Early education transformed. London: New Millennium Series.
  • Bennett, N., Wood, L. and Rogers, S. (1997). Teaching through Play: theachers’s thinking and classroom practice. Buckingham: Open University Press.
  • Bodrova, E. and Leong, D (2005) High quality preschool programs: what would Vygotsky say? Early Education and Development, 16:4, 435-444.
  • Booren, L. M., Downer, J. T., (2012). Observation of children’s interactions with teachers, peers and tasks across pre-school classroom activity setting. Early Education and Development, 23, 517-538
  • Broadhead, P (2004). Early Years Play and Learning Developing Social Skills and Cooperation. London: Routledge Falmer.
  • Broadhead, P. (2009). Conflict resolution and children’s behaviour: observing and understanding social and cooperative plan in early years educational settings. Early Years: An International Journal of Research and Development, 29:2, 105-118.
  • Broadhead, P. (2010). Cooperative Play and Learning from Nursery to Year One. In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.43-59). London: SAGE Publications.
  • Brock, A., Dodds, S., Jarvis, P. and Olusoga, Y. (2009). Perspectives on Play Learning for life. Harlow: Pearson Education Limited.
  • Bulotsky-Shearer, R.J., Wen, X., Faria, A., Hahs-Vaughn, D. L., Korfmacher, J. (2012). National profiles of classroom quality and family involvement: a multi examination of proximal influences on Headstart children’s school readiness, Early Childhood Research Quarterly, 22, 2, 177-338.
  • Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Homes, C., Burchinal, M., et al, 2009. The relations of observed pre-k classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20, 2, 346- 372.
  • Department for Education and Skills (DFES), (2007). ‘The Early Years Foundation Stage’, London DFES.
  • Ditchburn, S. (1988). Conflict management in young children’s play. International Journal of Early Childhood, 20:2, 62-70.
  • Dowling, M. (2010). Young Children’s Personal, Social and Emotional Development. London: Sage.
  • Drake, J. (2001). Planning Children’s Play and Learning in the Foundation Stage. London: David Fulton Publishers.
  • Duncan, J. and Lockwood, M. (2008). Learning Through Play A Work- Based Approach for the Early Years Professiona, London: Continuum International Publishing Group.
  • Einarsdottir, J. (2003). The role of preschools and preschool teachers: Icelandic preschool educators’ discourses, Early Years: An International Research Journal, 23:2, 103-116.
  • Fisher, J (2009) ‘we used to play in foundation it was more funner’: investigating feelings about transition from Foundation Stage to Year 1. Early Years, 29:2, 131-145
  • Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D., & Berk, L. E. (2010). Playing around in school: Implications for learning and educational policy. In A. Pellegrini (Ed.), The Oxford handbook of play (pp. 341–363). New York, NY: Oxford University Press.
  • Fleer, M. (2010) Early Learning and Development: Cultural-Historical Concepts in Play. Australia: Cambridge Press. Heaslip, P. (1994). Making play work in the classroom. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Hirsh-Pasek, K., Golinkoff, R. M., Berk, L.E., Singer, D. (2008). A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford Scholarship Online Book. DOI:10.1093/acprof:oso/9780195382716.003.0001
  • Holzman,L (2009). Vygotsky at Work and Play. New York: Routledge.
  • Hunter, T., & Walsh, G. (2014). From policy to practice? The reality of play in primary school classes in Northern Ireland.
  • Hurst, V. (1994). Observing play in early childhood. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Hyvonen, P. T. (2011). Play in the school context? The perspectives of Finnish teachers. Australian Journal of Teacher Education, 36(8), 4867–3954. doi:10.14221/ajte.2011v36n8.5
  • Innocenti, M. S., Stowitschek, J. J., Rule,S., Killioran, J., Striefel,S. and Boswell,C., (1986). A naturalistic study of the relation between pre-school setting events and peer interaction in four activity context. Early Childhood Research Quarterly, 1, 141-153.
  • Karaoglu, S (2013). Reception classes practitioners’ understanding of the relationship between social emotional development and indoors and outdoors play. Unpublished Master Thesis. Institute of Education, University of London.
  • Löfdhal, A (2006) Grounds for values and attitudes: children’s play and peer- cultures in pre-school. Journal of Early Childhood Research, 4, (1) 77-88.
  • Medina, J. A. S., Lozano, M.V. and Goudena P.P. (2001) Conflict management in pre-schoolers: a cross-cultural perspective. International Journal of Early Years Education, 9:2, 153-160.
  • Miller, D (2007) The seeds of learning: young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6:1, 49-66.
  • Montie, J. E., Xiang, Z. and Schweinhart, L. S., (2006). Pre-school experience in 10 countries: cognitive and language performance at age 7. Childhood Research Quarterly, 21, 313-331.
  • Moyles, J. R. (1994). The Excellence of Play. Philadelphia, PA: Open University Press.
  • Natalie Canning (2010): The influence of the outdoor environment: den‐making in three different contexts. European Early Childhood Education Research Journal. 18:4, 555-566.
  • Nourot, P. M. (2007). Play in the Early Years: Key to School Success. (Policy Brief, 1-3). Retrieved from Early Childhood Funder web site: http://earlychildhoodfunders.org/pdf/play07.pdf
  • Oers, B.V., Duijkers, D. (2012). Teaching in a play-based curriculum: Theory,practice and evidence of developmental education for young children. Journal of Curriulum Studies, iFirst Article, 1-24.
  • Ofsted, (2012). Regulating provision ade before and after school or during holidays. Retrived from Ofsted web site: http://www.ofsted.gov.uk/resources/regulating-provision-made-and-after-school-or-during-school-holidays
  • OFSTED. (2015). Teaching and play in the early years – a balancing act? Retrieved from https://www.gov.uk/government/ publications/teaching-and-play-in-the-early-years-a-balancing-act
  • Pascal, C., Bertram, T. (1994). Evaluating and improving the quality of play. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Pramling Samuelsson, I. and Asplund Carlsson, M. (2008), the playing learning child: towards a pedagogy of early years. Scandinavian Journal of Educational Research,52:6, 623-641.
  • Prentice, R., Matthews, J., Taylor. H. and Hope, G. (2007) Creative Development: learning in and through the arts and desing and technology. Pp 201-243 in Riley, J (ed) Learning in the Early Years: 3-7. London: Sage
  • Pugh, G., (1999). Young children and their families: creating a community response. . In Abbott L. and Moylett, H., eds. Early education transformed. London: New Millennium Series.
  • Ring, K. (2010). Supporting a playful approach to drawing. . In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.113- 126). London: SAGE Publications.
  • Roberts-Holmes, G. (2012): ‘It's the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal of Early Years Education, 20:1, 30-42
  • Rogers, S. (ed.) (2011) Rethinking Play and Pedagogy: contexts, concepts and cultures. London: Routledge
  • Rogers, S. and Lapping C. (2012): Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice, British Journal of Educational Studies, 60:3, 243-260
  • Samuelsson, I. P. and Carlsson, M.A. (2008) The play and learning child: towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52:6, 623-641.
  • Samuelsson, I. P. and Johansson, E. (2007) Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 17: 1, 47-65
  • Saracho, O. N. and Spodek, B. (1998). Multiple Perspectives on Play in Early Childhood Education. Albany: State University of New York Press.
  • Saracho, O. N. and Spotek, B., (2006). Preschool teachers’ professional development. In Spodek, B. and Saracho, O. N. eds 2006. Handbook of research on the education of young children. New Jersey: Lawrence Erlbaum Associates.
  • Scales, B., Almy, M., Nicolopoulou, A., Ervin-Tripp, S. (1991). Play and the Social Context of Development in Early Care and Education. New York: Teachers College Press.
  • Siraj- Blatchford, I. and Manni, L. (2007). Effective Leadership in the Early Years Sector The ELEYS study. London: Insitute of Education, University of London.
  • Siraj-Blatchford, I. and Sylva, K. (2004). Researching pedagogy in English Pre-schools. British Educational Journal Research, 30:5, 713-730.
  • Siraj-Blatchford, I., (2006). Quality teaching in the early years. In Anning, A, Cullen and J., Fleer, M., eds 2006. Early childhood education society and culture. London: Sage Publication.
  • Siraj-Blatchford, I., Sylva, K. and Muttock, S., (2002). Researching effective pedadogy in the early years, Research Report, London.
  • Smith, P. (2010). Children and Play. West Sussex: Wiley-Blackwell.
  • Smith, P. K (1994). Play and the uses of play. In Moyles, J. R. (Ed.), The Excellence of Play. Philadelphia, PA: Open University Press.
  • Stephen, C. (2010). Pedagogy: The silent partner in early years learning. Early Years, 30(1), 15–28. doi:10.1080/09575140903402881
  • Stephen, C. (2012). Looking for theory in preschool education. Studies in Philosophy and Education, 31(3), 227–238. doi:10. 1007/s11217-012-9288-5
  • Taggart, B., Edwards, A., Sammons, P., Elliot, K., Siraj-Blatchford, I., (2003). The Effective Provision of Pre-School Education [EPPE] Project: A Longitudinal Study funded by the DfES, Edinburgh.
  • Vygotsky, L. S (1978). Mind in Society: The development of higher psychological process. In M.Cole, V.John- Steiner, S.Scribner and E.Souberman (Eds). Cambridge: Harvard University Press.
  • Walsh, G., Gray, C., McMillan, D., Hanna, K., McCracken, O., & Carville, S. (2010). Professional development for early childhood professionals: Examining pedagogy in early childhood. Dublin: Department of Education and Science.
  • Walsh, G., McGuinness, C. and Sproule, L. (2017). ‘It’s teaching... but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice. Early Child Development and Care. DOI: 10.1080/03004430.2017.1369977
  • Walsh, G., Sproule, L., McGuinness, C. and Trew, K. (2011). Playful structure: a novel image of early years pedagogy for primary school classrooms. Early Years: An International Research Journal, 31:2, 107-119.
  • White, J., Ellis, F., O’MAlley, A., Rockel, J., Stover S. and Toso, M. (2009). Play and learning in Aotearoa New Zeland early childhood education. In Samuelsson,I.P. and Fleer, M. (eds) Play and Learning in Early Childhood Settings International Perspectives. New York: Springer
  • Whitebread, D. and Bingham, S. (2011). School readiness: a critical review of perspectives and evidence, Occasional Paper no.2, Cambridge: TACTYC.
  • Wood, E. (2010). Developing Integrated Pedagogical Approaches to Play and Learning. In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years (pp.9-25). London: SAGE Publications.
  • Wood, E. (2010a) Reconceptualizing the play- pedagogy relationship from control to complexity. In Brooker, L. And Edwards, S. (Ed.), Engaging Play (pp.11-24). Berkshire: Open University Press.
  • Wood, E. (2014). The Play–Pedagogy Interface in Contemporary Debates. In Brooker, L., Blaise, M., and Edwards, S. (Eds). The Sage Handbook of Play and Learning in Early Childhood. London: Sage Publications.
  • Wood, E. and Attfield, J. (2005). Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Publishing.
  • Wu,S.and Rao, N (2011): Chinese and German teachers' conceptions of play and learning and children's play behaviour, European Early Childhood Education Research Journal, 19:4, 469-481
  • Yorukoglu, A. (2004). Çocuk Ruh Sagligi. Istanbul: Ozgur Yayinlari.
  • Youell, B. (2008) The importance of play and playfulness, European Journal of Psychotherapy and Counselling, 10:2, 121-129.
  • Zacharia, Z. C., Loizou, E., Papaevripidou, M., (2012). Is physicality an important aspect of learning through science experimentation among kindergarten students? Early Childhood Research Quarterly, doi:10.1016/j.ecresq.2012.02.00
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme
Yazarlar

Sevim Karaoğlu 0000-0002-2200-6046

Yayımlanma Tarihi 30 Ekim 2020
Gönderilme Tarihi 1 Haziran 2020
Kabul Tarihi 31 Ağustos 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Karaoğlu, S. (2020). The importance of play in pedagogy in curriculum delivery and play provision for young children’s learning and development. Erciyes Journal of Education, 4(2), 18-34. https://doi.org/10.32433/eje.746394

ERCİYES JOURNAL OF EDUCATION [EJE]

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