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Play-Based Learning in Early Childhood Education

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Young Children's Play and Environmental Education in Early Childhood Education

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

This chapter problematises play in the twenty-first century and begins with a review of the work of Rousseau, Froebel and Dewey highlighting their enduring influence on play-based practices in early childhood education. The chapter reviews the influence of Piaget's theory on the construction of knowledge via active exploration through play. Working under a Piagetian approach, which has significantly influenced Developmentally Appropriate Practice, the perspective that children learn ‘naturally' through play, with the teacher facilitating opportunities for play in the environment, is apparent. However, the authors question whether these views are still current in the twenty-first century, and further question the notion that children learn ‘naturally’ through play. Applying Vygotsky’s understanding about the social mediation of knowledge and learning, and play as a context for adult interaction, the role of the teacher during play to support children's learning is apparent. The authors further question through this reconceptualisation of play: How do teachers know that children are learning? And what is the role of the teacher in children's play? Attention to these questions leads to a more critical consideration of the role of pedagogical play, and the role of the teacher, in early childhood education. This chapter explores such considerations in-depth.

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Author information

Authors and Affiliations

  1. School of Education, Southern Cross University, Coolangatta, QLD, Australia

    Amy Cutter-Mackenzie

  2. Faculty of Education, Australian Catholic University, Fitzroy, Melbourne, VIC, Australia

    Deborah Moore & Susan Edwards

  3. School of Education, Southern Cross University, Lismore, NSW, Australia

    Wendy Boyd

Authors
  1. Deborah Moore
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  2. Susan Edwards
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  3. Amy Cutter-Mackenzie
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  4. Wendy Boyd
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Correspondence to Amy Cutter-Mackenzie .

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Moore, D., Edwards, S., Cutter-Mackenzie, A., Boyd, W. (2014). Play-Based Learning in Early Childhood Education. In: Young Children's Play and Environmental Education in Early Childhood Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-03740-0_2

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