PLAY-BASED LEARNING FOR ELEMENTARY CLASSROOMS.
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| Title: | PLAY-BASED LEARNING FOR ELEMENTARY CLASSROOMS. |
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| Authors: | Scott, Molly (AUTHOR) Molly.scott@temple.edu, Leslie, Debbie (AUTHOR) daleslie@uchicago.edu, Llanes, Renee (AUTHOR) jllanes@mail.smu.edu, Rofman, Jennifer (AUTHOR) jr4kc@virginia.edu, Nesbitt, Kim (AUTHOR) Kimberly.nesbitt@unh.edu, Hirsh-Pasek, Kathy (AUTHOR) khirshpa@temple.edu |
| Source: | Phi Delta Kappan. Spring2026, Vol. 107 Issue 5/6, p22-26. 5p. 2 Color Photographs, 1 Diagram. |
| Subject Terms: | *Play-based learning, *Educational coaching, *Teaching methods, *Student engagement, *Active learning, *Elementary education, *Educational innovations |
| Abstract: | The article focuses on the Active Playful Learning (APL) Consortium, which supports elementary school teachers in integrating play-based learning practices into their instruction through a coaching model. APL emphasizes a three-part approach combining community values, the science of how children learn, and essential skills known as the 6C's: collaboration, communication, content, critical thinking, creative innovation, and confidence. Teachers work with coaches to set and achieve specific goals that foster active, joyful, and meaningful learning without requiring new curricula or materials. Early findings from multiple states indicate that this coaching model effectively helps teachers implement play-based strategies, enhancing student engagement and teacher satisfaction while meeting curricular goals. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the Active Playful Learning (APL) Consortium, which supports elementary school teachers in integrating play-based learning practices into their instruction through a coaching model. APL emphasizes a three-part approach combining community values, the science of how children learn, and essential skills known as the 6C's: collaboration, communication, content, critical thinking, creative innovation, and confidence. Teachers work with coaches to set and achieve specific goals that foster active, joyful, and meaningful learning without requiring new curricula or materials. Early findings from multiple states indicate that this coaching model effectively helps teachers implement play-based strategies, enhancing student engagement and teacher satisfaction while meeting curricular goals. [Extracted from the article] |
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| ISSN: | 00317217 |
