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ECE teachers' views on play-based learning: a systematic review.

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Title: ECE teachers' views on play-based learning: a systematic review.
Authors: Bubikova-Moan, Jarmila1 Jarmila.Bubikova-Moan@kristiania.no, Næss Hjetland, Hanne1, Wollscheid, Sabine1
Source: European Early Childhood Education Research Journal. Dec2019, Vol. 27 Issue 6, p776-800. 25p. 1 Diagram, 2 Charts.
Subject Terms: *Learning, *Child welfare, Professionalism, Professional practice, Trends
Abstract: In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: ECE teachers' views on play-based learning: a systematic review.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Dec2019, Vol. 27 Issue 6, p776-800. 25p. 1 Diagram, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+welfare%22">Child welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Trends%22">Trends</searchLink>
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  Data: In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2019.1678717
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