Start Date
4-9-2023 9:00 AM
End Date
4-9-2023 10:00 AM
Subjects
Play based learning, Lifelong learning, Student engagement, Learning environment, Young children, Early childhood education, Preschool primary transition
Abstract
Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools.
Recommended Citation
Bo Stjerne, J., & Parker, R. (2023). Does play belong in the primary school classroom? In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 3-11). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-3
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-715-1
DOI
https://doi.org/10.37517/978-1-74286-715-1-3
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Education Policy Commons
Does play belong in the primary school classroom?
Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools.