Conceptual PlayWorlds: A Transformational Model for Children's Learning and Development in an Early Childhood Education Setting in Indonesia
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| Title: | Conceptual PlayWorlds: A Transformational Model for Children's Learning and Development in an Early Childhood Education Setting in Indonesia |
|---|---|
| Language: | English |
| Authors: | Ade Dwi Utami (ORCID |
| Source: | Journal of Early Childhood Research. 2025 23(1):46-60. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Early Childhood Teachers, Play, Concept Formation, Preschool Children, Preschool Curriculum, Preschool Education, Preschool Teachers, Child Development, Imagination, Thinking Skills, Affective Behavior, Teaching Methods, Teacher Student Relationship, Teacher Participation, Dramatic Play, Culturally Relevant Education |
| Geographic Terms: | Indonesia (Jakarta) |
| DOI: | 10.1177/1476718X241293886 |
| ISSN: | 1476-718X 1741-2927 |
| Abstract: | Structured and teacher-directed play focused on children's academic outcomes has proven problematic in Indonesian early childhood education. This contrasts with the PlayWorlds model, which emphasises both the primary activity of play and conceptual learning. However, there has been little research in Indonesia on the pedagogical aspects of the PlayWorlds model in creating conditions for children's learning and development. The purpose of this study is to highlight the distinctive pedagogical and contextual aspects of Indonesian PlayWorlds by investigating how the implementation of the PlayWorlds model creates conditions for children's learning and development. Using cultural-historical concepts to analyse the data, the findings reveal a transformational model of PlayWorlds that highlights five key elements: teachers' role as play partners, the dialectical meaning-making process, degrees of freedom, motives and contradictions, and the unity of emotion and cognition. This model is shown to support pedagogical concepts and practices by providing opportunities for children's development in play through the integration of imaginative, cognitive and affective skills. It is argued that the transformative paradigm of PlayWorlds as an innovative play pedagogy holds promise for children's learning and development, while recognising play as their primary activity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466488 |
| Database: | ERIC |
| Abstract: | Structured and teacher-directed play focused on children's academic outcomes has proven problematic in Indonesian early childhood education. This contrasts with the PlayWorlds model, which emphasises both the primary activity of play and conceptual learning. However, there has been little research in Indonesia on the pedagogical aspects of the PlayWorlds model in creating conditions for children's learning and development. The purpose of this study is to highlight the distinctive pedagogical and contextual aspects of Indonesian PlayWorlds by investigating how the implementation of the PlayWorlds model creates conditions for children's learning and development. Using cultural-historical concepts to analyse the data, the findings reveal a transformational model of PlayWorlds that highlights five key elements: teachers' role as play partners, the dialectical meaning-making process, degrees of freedom, motives and contradictions, and the unity of emotion and cognition. This model is shown to support pedagogical concepts and practices by providing opportunities for children's development in play through the integration of imaginative, cognitive and affective skills. It is argued that the transformative paradigm of PlayWorlds as an innovative play pedagogy holds promise for children's learning and development, while recognising play as their primary activity. |
|---|---|
| ISSN: | 1476-718X 1741-2927 |
| DOI: | 10.1177/1476718X241293886 |
