Making schools work
An equation for active playful learning
Dados Bibliográficos
| ID | 4255478 |
|---|---|
| Autores | Kimberly T Nesbitt (0000-0002-1547-284X, Department of Human Development and Family Studies, University of New Hampshire, Durham, New Hampshire, USA, autor correspondente), Elias Blinkoff (0000-0003-2378-7830, Temple University), Roberta Michnick Golinkoff (0000-0003-3299-9720, University of Delaware), Kathy Hirsh‐pasek (0000-0003-2947-4544, Temple University) |
| Ano | 2023 |
| Volume | 62 |
| Fascículo | 2 |
| Páginas | 141-154 |
| Data de publicação | 2023-04-03 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Theory Into Practice (JOURNAL) |
| Identificadores do periódico | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2023.2202136 |
| OpenAlex | W4366168500 |
| Idioma | EN |
| Citações recebidas | 15 |
| Referências citadas | 70 |
Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them towards a learning goal. In this paper, we provide a framework for facilitating guided play through a three-part equation of incorporation of cultural values, the science of how children learn, and the science of what children need to learn to thrive in school and beyond. A summary of the research supporting the efficacy of this approach is provided, as are recommendations for how to implement the equation through guided play in our schools
Active learning (machine learning · Autonomy · Experiential learning · Learning Sciences · Mathematics education · Pedagogy · Political science · Science education · Science learning · Structural equation modeling · Work (physics · Child Development and Digital Technology · Computer Science · Early Childhood Education and Development · Grit, Self-Efficacy, and Motivation · Psychology
The Climb Model of Reading
Promoting Kindergartners’ Place Identity Through Architectural Heritage Education
Patterns and representation in play-based learning
Experiential play training transforms elementary educators into play advocates
Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms
Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation
Investigating the contributions of active, playful learning to student interest and educational outcomes
Enhancing heritage and additional language learning in the preschool years
A head taller
Professional development programmes on playful learning for early childhood teachers
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Another case of the theory to practice gap
Friend or foe? Learning through play and education reform in Ukraine
How Does Representational Mind‐Mindedness Translate Into Observable Parenting Behaviors Among Parents of Six‐Year‐Olds
Creative arts, physical activity, and children's play in early childhood
The Oxford Handbook of the Development of Play
Guided Play
Is Kindergarten the New First Grade?
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Updated thinking on positivity ratios.
The Effects of Background Television on the Toy Play Behavior of Very Young Children
Foundations for a New Science of Learning
The Origins of Children's Growth and Fixed Mindsets
Rational responses to high stakes testing
Does discovery-based instruction enhance learning?
Growth mindset tempers the effects of poverty on academic achievement
Outcomes of an emergent literacy intervention in Head Start.
Persistence and Fade-Out of Educational-Intervention Effects
Taking Shape
The Power of Play
Guided Play
Meaningful learning
An Integrative View of School Functioning
The Contribution of Early Communication Quality to Low-Income Children’s Language Success
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
Learning from errors
Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis
A strengths-based, culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning
Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten
The case for semantic relations
Beyond talk
Implications for educational practice of the science of learning and development
Malleability, plasticity, and individuality
Race, inequality and educational accountability
Using block play to enhance preschool children’s mathematics and executive functioning
Academic gains in kindergarten related to eight classroom practices
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
A book reading intervention with preschool children who have limited vocabularies
The language of play
The impact of no Child Left Behind on student achievement
No Child Left Behind
Behavioral Engagement in Learning and Math Achievement over Kindergarten
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Executive function skills and academic achievement gains in prekindergarten
Early reading acquisition and its relation to reading experience and ability 10 years later
Common Core Standards
Test Score Patterns Across Three Covid-19-Impacted School Years
Teachers’ Mental Health During the Covid-19 Pandemic
School readiness
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Changes in School Engagement as a Function of No Child Left Behind
Funds of knowledge for teaching
Grit
Accessing the Inaccessible
Funds of Knowledge
Reconstructing constructivism
| Obras citantes distintas | 15 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 15 |